*Subject: History of Ideas. Course: Studium Generale; General Studies I. Study level: Bachelor 1st semester. Class size: approx. 50*

In the process of creating better coherence between teaching and study group work we will promote group work and avoid the disintegration of study groups. This took place by developing forms of instruction that were directly aimed at the students working in groups.

To strengthen the students' study groups by involving them directly in the teaching. We are convinced that the work in study groups not only ensures much better learning, but also strengthens the academic and social integration.

The course had two lecturers as well as a student teaching assistant.

In general the course was formed around exercises that the students solved in their study groups.

These exercises fell into two categories, namely

- Group-based writing exercises, which the students worked on between the individual classes and which were based on the texts that we worked on during the course. (Ideally, the university should make group rooms available, but in practice this is not possible, so the students themselves had to find suitable workplaces.) These written exercises - three in total - were uploaded by the students to an electronic forum (in this case AULA).

- So-called 'during-the-lesson exercises', where we asked the students to reflect on one or more questions on the basis of that day’s text. These reflections were then made generally available (whether in the form of a whiteboard or posters - a more IT-based method would probably have been preferable), and were part of/formed the basis for conducting the rest of the lesson. In its most 'radical' form the teaching consisted of us - after a very brief presentation - asking a number of questions and letting the students' answers form the basis for the rest of lesson.

The effect was on the one hand unequivocally positive, because it succeeded to a great extent in incorporating the students and getting them to work in study groups. We also assessed that the learning outcome was higher than with a more traditional lecture-based form of teaching.

On the other hand, we also had an expectation that this way of working would have a kind of 'spill over' effect on the other courses that the students participated in. However, that was not quite the case.

The conclusion thus appears to be that the students will readily work in groups when the teaching - anyway - invites this, but that they are prone to return to more individualised work methods as soon as there is no explicit incentive to work in groups.

Examples of questions for a text in a during-the-lesson exercise:

- What characterises science in general?
- What characterises the human sciences in particular?
- What characterises the history of ideas specifically?

The text was from Helge Kragh, "Hvad er videnskab", in Hans Fink et al, Universitetet og Videnskab, Hans Reitzel, Copenhagen 2005, p. 145-181.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment