Seminars & Activities

1. The CCD international seminars of relevance for communication, culture and diversity (always in English)
2. The CCD working papers seminars (in English or Swedish)
3. Humanities Forum seminars (Humanistiskt forum - in Swedish)
4. The DoIT seminars (DoIT - Delaktighet och Inkludering Tankesmedja [the Participation and Inclusion Think Tank], most often in Swedish)

Supporting students to use generative AI tools ethically and effectively in academic writing

Ursula Wingate, a Professor of Language Education at King's College London, will discuss supporting students in using generative AI tools ethically and effectively in academic writing. Drawing on the concept of translanguaging, she will first explore the role of a non-generative tool, machine translation, in assisting multilingual students with text composition.

She will then present the design, delivery and outcomes of a pedagogical intervention funded by the King’s College Teaching Fund. The intervention aimed to equalise opportunities for writers from diverse linguistic backgrounds and to enable digitally less experienced students to use the most effective tools for the enhancement of their texts.

Four student collaborators were recruited to assist in the implementation and evaluation of workshops on the use of AI tools. The workshops were informed by focus group discussions with students from both undergraduate and postgraduate programmes. The findings show a mismatch between evolving university policies and students’ perceptions and use of AI tools. Frequent changes in regulations also posed challenges to our development of the AI workshops. The talk will conclude with a discussion of AI policies and regulations and their impact on levelling the linguistic playing field for non-native speakers of English.

27 November, 01.00-03.00 p.m

Half-time seminar with Johan Bäcklund, PhD student in education

On the whats, whys, wheres, whens and hows of teaching, learning and communicating in the 21st century

This dissertation, initiated in 2018 and framed by the TAL-21 project in 2022, focuses on the impact of digitalization on teaching, learning, and communication within educational institutions. It examines how digitalization shapes these areas across K-12 schools and higher education, highlighting the importance of understanding changes in teaching and learning in the 21st century. The individual studies in the dissertation address the following kinds of key questions: how digitalization shapes educational practices, who makes decisions about digitalization, how research in this area is conducted, and what digitalization entails in an educational context. Such explorations are crucial for comprehending the evolving nature of education in a digitally-driven era.

Zoom: https://ju-se.zoom.us/j/6269502044?pwd=L1pHOEdLTldmQmRkOXh3c1l6YUowQT09&omn=69621810904

Passcode: 1234

All participants are requested to read the draft before the seminar. To receive a copy, please email johan.backlund@ju.se.

CCD-medlemmar seminariebehandlar sina forskningsansökningar.

Alla deltagare förväntas läsa ansökningarna i förväg. Vänligen kontakta Radu Dinu för att få texterna.

Using a whole-school approach to teacher professional development and support for highly able students

Laura-Elena Runceanu has a PhD in Psychology and is affiliated with CCD. In this seminar, she will engage the participants in a discussion about how to implement a whole-school approach to teacher professional development and address the academic/educational and social-emotional needs of highly able students, including those who are twice- or multi-exceptional. Examples from educational practices will be also included. Currently, there is a growing interest in Sweden in the education of highly able students, although there are no agreed upon terminology, definitions, or models for identification and support recommended in the Swedish educational policies. The International Baccalaureate (IB) is mentioned in the specialist literature (e.g. VanTassel-Baska, 2023; Brody, 2023; Poelzer & Feldhusen, 1997) as an example of a program that meets the academic or educational needs of highly able students. However, there is a need to systematically support all highly able students, including those who are twice- or multi-exceptional, by offering in-service, evidence-informed professional learning development to teachers and support staff on how to address these unique needs, while consulting with the students and their families along the way.