The Centre for Educational Development offers consulting and collaboration with teaching and learning as the focal point. We work research-based and often with educational IT as part of the solution.
We do research, development, and teach pedagogy, didactics, and learning. Our starting point is that all research must be applied in practice. If you are interested in consulting or collaboration, you are welcome to contact us for an informal chat.
Consulting, collaboration, or a project is always based on your needs and local context. This means that the format of the collaboration is always customised. It can be organised in many different ways and with varying involvement of educational IT.
How do I design my course or modules to be consistent with the learning outcomes, aligned, and support the students’ learning and progression?
How can I design the course with on-campus and digital learning activities, individual and study group-based preparation, and educator and student-controlled activities?
The CED puts a range of educational technologies and digital tools at your disposal, which can be used to support both in-class and out-of-class activities. The different technologies have various qualities and support diverse learning methods
If you need consulting or advice on using educational technology in your teaching, the CED is ready to help. This can be in connection with the use of specific educational technologies in specific teaching activities or major redesigns of courses where a significant implementation of educational technology is required.
A wide range of teaching activities supports the students when learning how to apply their newly acquired academic skills to process and solve research-related and professional problems.
We can help design project and product-oriented activities ranging from working with single cases to the processing and solving of complex, authentic problems.
Collaboration on the academic content is an essential element of the students’ learning process.
We can assist in the development of a wide range of collaborative activities and excellent study group dynamics.
The students often ask for more and better feedback.
We can help develop student-involved teaching activities such as peer feedback and automated digital feedback. Similarly, we can assist in the work of teaching the students to assess their need for and seek out relevant feedback (self-regulated feedback).
The academic regulations are far more than a package of compulsory courses and electives.
We can assist in the work of creating coherence between separate courses through clear academic objectives, well-defined didactic alignment and progression, and a varied repertoire of examination forms.
The students' feedback is an essential contribution to the systematic development of programmes.
We can assist in the work of developing excellent informative evaluation practices and help translate the results into specific development initiatives.
Through the research-based programmes, the students develop several generic competencies, such as collaboration, communication, and management of complex development-oriented situations. These competencies are essential for their learning outcomes and well-being during their studies, and they are also in demand by prospective employers.
We can help organise the programmes to support the systematic development of these competencies without compromising the in-depth knowledge.
The shift from upper secondary education to the university is both stimulating and challenging for many students. Demands are high in the form of a much larger syllabus, new and more unassisted working methods, and new research-based standards for the production of knowledge. In addition, the students will be developing new academic identities.
We can support the academic environments in developing the first-year experience, so the students gradually find themselves at the university. This will increase the students’ learning outcomes and well-being while at the same time reducing the dropout rate.
The internationalisation of teaching can happen in many ways – from the traditional exchange, through the involvement of international teaching staff, to the use of educational IT to support interchange across institutions, including within the framework of existing courses.
We provide pedagogical and technical advice on how digital interchange can happen, just as we can assist in designing teaching activities in an international context.
During the past years, Aarhus University has had strategic attention to this area. Since 2018, this effort has been put into practice with a strategic focus on educational IT. In the coming years, the digitisation efforts will be expanded with the initiative "Digital competencies for all students" (Aarhus University Strategy 2025, p. 27). The initiative is one of several to ensure that the students’ competencies match the labour market of the future.
While the work with educational IT has focused on strengthening the learning outcomes by using digital technologies to create activating and flexible teaching, digital competencies for all students focus on the content of the programmes and the students’ subject-specific and generic digital competencies.
The CED can contribute to the digitisation efforts through inspiration for the use of digital learning technologies (educational IT) in teaching, and consulting and collaboration on how digital competencies can be used in the programmes, both in connection with the academic regulations and in the design of teaching activities.