PhD, Researcher and Educational Developer
KTH Royal Institute of Technology
Stockholm

Deep and integrated knowledge
Logical and analytical skills
Communication skills
Problem-solving skills
Ability to be creative and innovative
Ability to learn and develop
Ability to work in teams

For a Degree of Bachelor the student shall
• demonstrate the ability to search for, gather, evaluate and critically interpret the relevant information for a formulated problem and also discuss phenomena, issues and situations critically
• demonstrate the ability to identify, formulate and solve problems autonomously and to complete tasks within predetermined time frames
3

”I think this course has been good. But in many other courses, the teachers were just giving out a lot of information and I didn’t understand a thing. Then you had to put the pieces together on your own as best you can. The teachers had just thrown out a lot of jigsaw pieces.”
Medical student, year 2

“The group assessment was fun and challenging, and gave the much longed-for overall picture that is so difficult to put together on your own.
Most of what we study is divided into small pieces and since the time is limited, and you don’t have time to learn everything, we often miss out on the bigger picture.”
Medical student, year 2

” I am positive towards the peer instruction. I learn a lot by first thinking through the problems by myself and then by discussing them with others. Using clickers is also good. The lectures become more fun and I also think it is good for the teachers to see how many students who really understand.
To think for myself shows what I understand. To discuss or explain to others is the best. You understand so much more by doing that.”
Engineering student, year 1
(Weurlander et al, in preparation)

Many new specific concepts
Difficult to see the overall picture
Difficult to discern what is relevant
Many students struggle to understand
(Weurlander, 2012; Weurlander et al, 2014)

Year 1
Year 2
Year 3
Year 4
Year 5
Intended learning
Outcomes
Degree level

Context: Relating to real-life or future profession
Motivation: Challenging and stimulating
Connections: Making connections, building knowledgestructures
Wholeness: Sense of wholeness
Cooperation: learning together, through discussions
(Ausubel, 1978; Entwistle, 2009; Weurlander, 2012)

• Student-centered
• Activating/ engaging
• Facilitates meaningful learning
• Help students understand and apply
• Higher order skills
• Authentic
• Requires application of knowledge
• Assess higher order skills
• Various forms
• Formative and summative
(Fink, 2003)

Deep and integrated knowledge
Logical and analytical skills
Communication skills
Problem-solving skills
Ability to be creative and innovative
Ability to learn and develop
Ability to work in teams

Competent teachers
Allocated resources
Assessment for learning culture
Managerial support
12

Maria Weurlander
KTH Royal Institute of Technology
Stockholm, Sweden mariaweu@kth.se