Excellent thank you. Beside all those things, I also have two daughters who just graduated from Med school and nursing
school, which is probably a better achievement. All the other things to you. The best thing is that they did it. And I
didn't have to do it. So I have no other works. I also used to be a soccer coach for girls for ten years, which was one
of my ah, probably one of my most important experiences in my entire world. So, uh, giving instruction to eleven year
old girls standing sort of in a dirt field. November it is raining. It is two degrees. They haven't eaten enough and
still give very detailed instructions. And when you say," Yeah, let us do it." and they all go. So what did you say, eh,
that seems to be a very I've made your breakthrough for me. In my teaching, I learned that the best way to get people to
shut down when you want to give them instruction is to slowly move very close to them. It actually works. So I thought
with that work with professors as well, and is dust actually you can do that, but just moving closer to them, eh? since
you are sitting now in a lecture hall seating. I will not try to do that. If there is any one in the middle talking.
That will be very strange. Another feature of mine that I would like to share with you, because I do that as often as I
can is that I am face blind. I'm not sure you understand what that is, but it means that I don't remember faces. It
means I don't remember people. I say that because it seems to be naturally given in our culture that you should remember
people, and I don't. So if, uh, if you sort of want to talk to me afterwards. I love to talk to people, eh? but I will
not remember you, even though we had a conversation fifteen minutes before I might just have forgotten your face. I know
it is really hard to understand how that works, but that is how it works. @unoise@ % eh i Do remember my wife % um.
There are worse and less severe cases of face blindness. % Uh. I have mistaken my daughter for her friend, once that was
awkward okay, let us go into this now. So this is my title. I added the mechanism bit, because that is not usually
around in organizational development. So how does it actually work so? if we want to instill a quality culture or
a culture of learning or any other sort of cultural change when it comes to teaching learning, the mechanism is probably
really interesting to think about. So I would encourage everybody to do that. And of course, it becomes very political
this, and I think we should carry that with us every day. Especially I would say and this is my personal statement
when it comes to university business. As you know, a large part of the world have seemed to go crazy they are now
totally okay to say things as long as you have enough power to actually say them. And there are mostly men, very
powerful men around the world who say the most strange things. And even though they are being counter argued, they still
feel like saying," Well, what can you do about it? if I say there is no climate change, there is no climate change. And
what can you do about it? I will still say it and this is politically important because universities, as your
know, when we hear now in the very foundation of it. To me, at least as a Swed. It would be in Germany. That is where it
started. That means it is the power of the argument that counts, not how much money you have, what background you have,
or any other sort of affiliation to powerful things. Or if you happen to have a gun, or if you have two thousand trolls
sitting in Saint Petersburg inventing stories on the Internet. It should be the argument accounts Mhm, because that will
probably be the foundation of what academy is about. So it becomes really political. Now, in the sense that all the
research we do all the publications we do all the books we write about things are mostly not read by others than those
who happen to like the same things as we do. I remember my wife used to do research on horse reddish. And once she got
an email from Brazil. She was really happy because someone read her article. These things do not change the world. But
in Sweden, we have about. Currently, we have about forty percent of all young people in Sweden when they are from twenty
to twenty five. Generally, they spend three to five years in our care, and we control them, we instruct them, we assess
them, we teach them, we do all these things, and then we let them out in the world. And if they have a good experience
of the power of a good argument. They will carry that with them for sixty years, if they have a bad experience of poor
teaching, sitting, listening to endless lectures, more or less without meaning doing bad examinations, hating the whole
thing. They will carry that experience for sixty years into the world. So I would say that the business of university
teaching is nowadays one on the most powerful things that we are dealing with. And still it is not the research, it is
the experience, the memories, the identities that we create in all these thousands of young people that then them
will carry out the world and make decisions and influence other things. So yes, it is political. My business is to
change this to the better @unoise@ and that is what I'm going to talk about now. Just a picture of Loon University. You
might have been there very south end of Sweden. We had a blizzard today. My wife was out shoveling snow. Really strange
to do that at this time of the year. But that is how it looks like. I mostly have spent times with engineers. My first
degree is in literature and sociology. I have no idea why the engineers like me but they do. And sometimes
now, after twenty five years, I draw graphs really scary. This I might go up to the whiteboard and say," It develops
like this. And then I realized that is what engineers do and what they do then is they drew a graph, and then they say,"
This is sort of. This is a function of, you know, and you could related like this. So it looks like this, and we know
this and this. We don't know this, but let us assume it is this and this. We don't really care about it, and we do that.
It becomes seven and a half.
I have no idea how they do that. It is a absolutely magic when they do that @unoise@ Adam adjacent and other fields as
well. Some years ago, I picked up full call for the first time. I never read Fouquet before that. I have a sort of
great thinking about him. And I took this book, and it was in English. It wasn't translated into Swedish as far as I
know. And it was called in English, the order of things. And I thought he can never pull that off. That is impossible to
write a book titled " Like That." and then he did it, and it changed my way of thinking, and I have no idea how he did
that. There is almost no empirical material. It is mostly an invention, but it is a perspective that has the power of
change everything. Yes, so we have magicians in this business. I have no idea what they are doing. You can just simply
ignore them, I guess, or should I pay attention to what you do not really. No, no. All right. So just carry on
them. Okay, so what we do now, and this is Loon University faculty. When you know what I'm talking about. This is what
we do. And the first slides here are no, nothing unique. Most people do these things. So we want this old culture or
private teaching, no period, no documentation to become peer reviewed and documented, right? many people do that.
They try to do that, try to achieve this cultural change in higher education, because we know it is good and we know
that research culture is fantastic because they do this, right? but we have different takes on how it works. And one
thing we could remember when it comes to being public and peer review is this. We don't peer review research. We peer
review accounts from research. So whenever we think about wouldn't it be nice that if teachers sit in and look at each
other, or couldn't we sort of assess a lecture or a seminar doing that, because that is peer review. Yeah, it is a sort
of peer of you, but is absolutely not the kind of period of doing research I haven't seen a single peer reviewed chemist
piece of research, where the other chemists come into the lab and hang over the shoulders. Are you doing know you are
not doing all your doing that. That is not what we do. We peer review accounts, stories, narratives material from
research and that could be possible to do in teaching as well. Yeah, we can. And here is the mechanism. This is how it
becomes better. It is not harder than this. If teachers talk more to each other about teaching. And if they talk in
better ways, it will be better. There you have the answer. That is the mechanism. So what do we do? well, we do a lot of
stuff that most people do. We organize conferences. We have criteria. We have friends we have databases, our
accounts over teaching and all that kind of stuff. We do educate people round pedagogical courses and all that kind of
stuff. We also work with leaders, and we try to develop leaders capacity to lead the teachers and teaching. And as you
see here, most people around the world who are in the business of educational development are doing these things. So it
seems like there is a common ground in academic development, in how we do these things. The problem for us is, why is it
so damn hard? why is the organization so resilient on the other hand, you can turn that upside down and say," Thank you
for it is so resilient, because we still have universities in this world. Universities are one of the most ancient
organizations we have nowadays, and they seem to be unchangeable, despite what happens in the world of all the bad
things that happened. We still are there. We are at universities, professors, doctrine. Students do research whatever
teaching and all that kind of stuff. So it is good that they are resilient, but we want to change them. So now we are
going to go into organizational culture in a way that I like. So I'm just going to tell you this, because I find it very
interesting, eh, eh and culture.
We put these flowers up here, because they are like academics, me and myself. And Katerina, we, my colleague, my
significant colleague. We went to Cedar, which is the Stuff and Educational Development Association in England. So it is
a U K thing. And they had released so much money for this at that time. We didn't know. We arrived at the conference,
and we thought it is another conference. But one week previously, there were millions of pounds released for academic
development in England. And all these people who like to be individual thinkers and critical thinkers. They all went
like, you know, like small baby birds. You know, when the mama dial comes with food. They all around, and you want food,
and you all these flowers. So we are like that. We are extremely social animals in academia. We pay attention to
each other all the time. And if we have to, because we assess each other all the time, we assess each other from the
first day. You are a student, sometimes you are even assessed after you dead. As an academic, we have in Sweden a paper
in Loon. We have a paper, and when the professor is dead, some of the other colleagues write on what is that is
arbitrary. It is hard work. Couldn't they speak Swedish, or I know you prefer they spoke German. But anyway, so
then there are the professor writing up this memoir text there, and you can see these other professors reading that of
this dead guy say he did famous research on this. And it was really breakthrough and seminal work. And they sit
there with a morning coffee, and they go," No, it wasn't that Seminole room. We know a little bit. So every, every piece
of this assessment that we do of each other creates a hugely sort of pens cultural web of social interaction, where we
have to keep track of each other all the time. And we all know that if I'm on this level, and suddenly I become invited
for a symposium a bit higher up. That means wow, are the additional capitalists of this, like capitalism, but sort of
reputational capitalism. And if we are not invited, we go. So why should they be in New Zealand? so all these networking
is really important, and that is the heart of what I'm on a say here, and we are gonna start with this, because culture
is constructed every day, every day. We meet at work. When I, when I meet my, my colleague, Anders, that goes a high
under San say, and he says," Hi." and by doing that, we confirm that the culture to day is more or less that it was
yesterday. And then we start talking about things, and the way we talk is a confirmation. Oh yeah, the world is stable.
You know, we don't have to think much about it. We don't have to go cognitively up here. We can just steal and relax and
pretend that things are like it was. That is how culture is constructed and maintained every day, every second so.
Of course it, becomes very important for academic teachers and academic teaching cultures. @unoise@ how many do you talk
to about your own teaching. I just assume now you will teach Mhm. So how many individuals do you have real conversations
with? how many individuals do you use to think that you go and talk to when you have a problem, when you had a fantastic
success, when there was someone who did something outstanding? or were you just feeling bad or being sad about
something, and wants to port how many people do you talk to take twenty seconds and summarize those Mhm still five
seconds. Okay, so let us see now. Hand, I want hands up here. So how many of you have more than ten hands up. Look
around. Now, look round and assess your own number. Not many hands up, right? so how many of you have seven to nine
@unoise@ not many no, no, not many. But if you, yeah, yeah, five to six, right?
two to four, Hans up now. Yea, okay, I'm not going to ask if there is someone with zero. We don't need that. The point
is here when it comes to academic teachers and how many they really talk to about teaching learning. It is four plus
miners, too. And it seems to be generalists. We did the research in Sweden. It is been done in Finland. It is been done
in the U S. It is been done in Australia. And as far as I know, know we have done it in today and we come to
similar numbers. So it becomes this. If culture is intra constructed during interaction. We don't interact with many
people when it really means something mhm. So there is a a good concept from sociology. Burger if anyone read that
one social construction or reality. That was the very milk book I'D brought with me to the Millennium Party. Yeah,
because we were instructed going to this Millennium Party that we should take a book that was very important for us
throughout our lives. And most people brought a novel or some poetry. I was the only one bringing out a textbook from
sociology, a class nineteen. Eighty four yup At sal works in there. They talk about significant others
so there are a few people around you now, even though you know, many, many people more. Many of them are not that
important. Some of them are much more important than those are significant. So my colleague Katerina, when she comes to
me and say," Told me I think you should read this article. I do read that @unoise@ after this lecture one of you might
come up to me, and we do the ritual of reference exchange that we have in academia with a piece of paper and give it to
me as I told you you know, this is a really nice paper. It I learned a lot from. I think you should read that, and I
would take it with my Bowl fans like I was a Japanese business card receiver, and and I would bow and how I would
really read that, and then I would so do this loop in my head. I'm gonna put that on the pile of articles, and then read
them. When I got the time. And we all know what happens with those. They will never be read. But as I said, when Katrina
gives me something, I do read it. That is a sign of significance. So we will have significant networks @unoise@ but we
put stars in here because they are academic teachers. These so naturally they are stars. And if we look at one here and
think now, this red star. Here is a teacher, and I'm giving a graphic representation now of those interaction that
contributes to this teacher's understanding of the true reality of teaching and learning @unoise@ and. In this case
there, are four other people @unoise@ so. By interacting to those four other people. This teacher decides I cannot do
continuous assessment. That is awful. Students are lacy. They are much worse than they were when I started, because we
were all excellent. And that experiment over there. It might be done. It might be able to do in medieval history, but
would be totally impossible to do in ancient history, because that discipline is so different. Those decisions are
negotiated in those significant interactions. And when it is done, it is true so it means that we have many, many
realities in higher education. We have many, many teaching learning regimes constructed through these interactions. So I
put two others in here. And when you look at those, you see now that the organization having in in learned we have. But
I think we have three thousand five hundred or four thousand academics, which you will teach. And then we have a
thousand two thousand doctorate students, perhaps, and they will teach. So you see, there become many
interactions. It becomes a web of interactions. And in those interactions, that is where it is decided what I can do and
what I cannot do in teaching. So now, let us say the rector of lone university. Talk to these people and say," You know,
I think we should have more student active teaching @unoise@ not much would happen when a long time ago I was employed
in the Swedish army. That was a long time ago, because I, I grew up in a military family. So I continued for a while.
And I remember once we, I came to work. I was an instructor in a company in the local regiment and a company commander.
He was a captain He. Received us. We were about fifteen or twenty of us instructors. And he said," You know, I
decided this morning that we are going to change a few things, but I can't. I don't have time to tell you. So I've
written them down on a list, and he showed us a piece of paper with a handwritten piece of paper with ten points. And he
said," I nail it up here. So you know that what we should change. And from that very day, all these ten things changed.
And now I want you to play with your mind and say that the rector sort of here comes the deans you know,
Yeah, I decided we should change a few things today. And I've written them on a piece of paper here. And and you can all
follow. I mean, that would. That can't be done partly because of this, because director is not an important person when
it comes to true beliefs about teaching learning, because he had no clue. You could put down the Pope, or even maybe
God, if he could do that, or I don't know any a Superman. It could come down. Any wouldn't matter, because we train
teachers to decide things. We recruit people who have the capacity to formulate a position, argue for it and defend it
against critique. That is one of the main businesses we do in academia so no wonder they will not change @unoise@
no matter what research we show them I can hear we have cog deep psychology. You can read that and understand that you
are teaching in a crappy way, I mean, and that wouldn't work, because they all know how to tear research apart. That is
what we train to do. Yeah, they don't care about organization boundaries either. We have a teacher in my faculty. He is
an excellent teacher. He teaches computer science. Fantastic has six hundred number six hundred students in the room.
They all love him. They learn in a good way. So he is a good teacher." but he, he said explicitly," I will never talk to
my colleagues here and learned about teaching. I have two colleagues at Mit in Boston with whom I discuss teaching
@unoise@ Yeah. That, is good isn't it? how could we influence that? we can't influence Mit in Boston. That is
impossible. Yeah, let us speed this up now. See what happens. Yeah, we go from this, because you can do graphs on that.
You can do network analysis, and you get these hugely complex networks of interaction and notes and all that kind of
stuff. It looks like five spiders being drunk, running around a sort of one piece of paper so we use network
theory and make an approximation. And this is how the organization looks like. So this is what we can work with. And
this is what I'm going to work with. Now we have a micro level where we have individuals. They make decisions. Yeah, we
have a macro level where you have managers, Dean's heads or departments, or whatever you call it. What do you call
departments in german up Tylenol lighter. Ah, that is good up Tylenol lighter. We call them Prefect. Yeah, good
Roman word. Um, so in the middle, you have these clusters of people, and that is where the teaching, alluring regimes
are constructed. That is where reality is decided. So how can we now influence that? Yeah, the first thing we did was to
try to understand those places in a better way so we went studying @unoise@ we. Called up the some of these
clusters we call them because we thought they were culturally formed @unoise@ which, they probably are and
then we studied them. Ah a small number of them and ah @unoise@ we we called up those who were really good.
We really wanted to talk to those who are really bad, but we couldn't see how we could call them up and say," We heard
you really bad. So we would like to come and study you. We couldn't do that within some rumor research. Have you tried
that? that is really fun. That means listening to rumors and try to sort of draw conclusions about situations by doing
that, because rumors do carry meaning. The problem is to sort of to really deal with them. But there are a lot of rumors
from the bad places. I can tell you. There are much less rumors around those who are good. In fact, our deans couldn't
identify the good ones. They didn't know where they were. Our deans said," If you asked us about the crappy ones. We
would know it directly. We will know it immediately. It seems like in my university, we have a developed language for
identifying bad places, and we have no language at all for identifying really good places. And if you want to lead and
develop an organization. You can't do that based on only the bad ones. Anyone who done any sport development or trying
to teach people how to develop and grow. You need good examples to do that. And we didn't have a language for that. That
is really bad in a way we found them. We had both students and our own experience and student evaluations, forms and
stuff like that. And now I'm going to jump from here, and I'm going to give you a matrix of four ideal types of
so. These are ideal types of clusters. They are work groups, basically. And now I want you, I can invite you, or you are
part of many work groups, all of you. But think about one that you spend some time, some in a work group, you, you spend
some time and you, you go there and you meet people. Ah, on a regular basis to think about that one. And then you start
thinking about, do you actually trust each other < laugh > in in university, it one lack it. Is like most of the
German is that does that work in German? Yeah, I don't know where that comes from. But to me, it was sort of small
papers we used when I was in chemistry class, and they were changing colors like I I want them in the forehead of
people. So I can see whether they are listening or not. I talk to the biochemists about that, but they say it can't be
done I'm not sure they are lying or not. It might be that they don't dare to construct anything like that.
@unoise@ I Can't hold this story from you. I read an article by a group of psychologists. They had designed a little
device. It looks like a sort of bad glove here. And through that, they could measure the level of arousal in people. I
mean, how engaged they were because the skin's capacity to lead electricity changes with arousal, and they wanted to
market this. They invented was a device to gadget. So they wanted to sell that. And in one way they did was to to try it
out as in the article, they let people sleep with it. And of course, there is a ivity going on in your mind. So there is
a variation in the in the skin while you dream of stuff and things. So you got a nice curve of people sleeping with
this. And then they got the The Big Idea." what happens in a lecture @unoise@ good i can tell you not anyway, not
in that lecture. They used they. Are different lectures but anyway so good where do you trust
each other in academia, and you talk about academic teachers is that? is it okay to go into a colleague and say," I hear
that the last seminar, teaching or whatever you did didn't work out is that something you want to talk about Mhm or
student evaluations of teaching. I heard you got some student evaluations of teaching. Could I is that something
we could talk about that is a good lackmas thing on whether you trust each other. Yeah, another thing and that is
up there that is really higher that. Yeah, so that is up there. And then you can see the other thing there is. Do you
share responsibility? do you actually care about what the others do @unoise@ or do you so the others in the work group,
if they do well, or if they do poorly? do you actually care about that? we have departments at Lon University, where
they never talk to each other where they sit, they share sort of corridor, but they don't know whether the other person
is married or not, to where they have a family, or what they do in the spare time. They do nothing. They don't know what
they do research on they just. It is some like the, you know, when children are really small and they sit and play, and
from distance you think they are playing so nicely together. When you move closer to them, you realize that they are
playing in parallel. They are not playing with each other. They are all engaged in their own little play, seems to be
some of our corridors at universities like that. The academics are living there in parallel. So that would be the other
one there. So I give you names. See enough for this. We call them this @unoise@ the. Club is the most fantastic one. I
like that one, because the club here is Charles Dickens Gentlemen's Club. Leather shares sitting smoking pipe, a cigar
telling each other endless anecdotes without any meaning. Have you tried that?
that is what I did in the military we had this sort of after lunch conversations, it was said and we were
all sitting there on different chairs. I had to sit in the lousy chairs, because I was junior, and the seniors were
sitting in @unoise@ nice leather seats @unoise@ and then they were telling the same anecdote every day @unoise@ I. Hated
it but there were a lot of trust. You see how it works. Now you will never be challenged. But there is a lot of trust.
It is a fertile ground for anecdotes. The square. It is a movie by a Swedish, but that is not the one. The square here
means that you enter into an area, and you have no idea who the others are. You might not really trust them, but you
don't care about them either. At like going to a conference alone for the first time. You know, no one, and you have no,
no part of your own life is left with you either you are just there. I did that once I went to a language course in
Switzerland, studying French for three weeks. And I pretended I was an author. I was twenty four. So I pretended I was
an author, and I could do that for three weeks. They all loved me, and they were talking literature to me without me
being an author at all. Yeah, really strange. And I was sort of thirty years after. But that is what I did. The commons
is a place where people take mutual responsibility for things, and they do trust each other. Eleanor Ostrom boy. Sorry.
Elinor Ostrom, Nobel Prize. Two thousand and nine made research on these places in the world. There are many places
where people take mutual responsibility for things, yeah? and the market, yeah? and then they can be developmental or
not. So I just leave this with you. I'm not going to do go any deeper with this. But we all want developmental commons,
because they do produce good teaching. We don't want conservative commons, because they are conservative bastards in the
organization. They don't develop anything, but they have their own language. So you can't talk to them. Oh yeah
let us move on. Let us go back to this. What do we do to teach to change?" I said," We need more conversation,
better conversations. And when we think about the organization, we should think about strong ties and weak ties, and
this from ground of at two thousand. No, sorry. In one thousand nine hundred and seventy three article Fantastic.
One I know has been sort of mentioned for no well price because of that article. It is called The Strength of weak ties.
And from that article, you could derive from what I've said and the model that you really should pay attention to as an
academic developer or educational developer or dean. If you want to develop your organization, you should pay attention
to the weak ties, because people take care of the inside cluster conversation on their own. Those are the green ones to
strong ties, the identity ties the significant ties they take care of that on their own. But if you leave academics on
their own, they probably specialize to a degree where they can't talk to each other any more. So you need to put on an
effort for these weak ties. I keep track of time there. So what we do then I one thing I should tell you. We organize a
conference like many other people do. And we have people to write @unoise@ this. Is a paper from one of our conferences
@unoise@ really important problem here this teacher is discussing," how can you teach students to deal with very
undefined, wicked, complex problems, really important to learn to do that in engineering. So this is one regular
academic in my faculty of engineering writing, teaching a learning to other teachers in the Faculty of Engineering, we
have a database. Uh. Do we have a room here? I can just go online. It is an Apple. Naturally course I show you see if I
can show you this was a bit improvised here. See whether we we find Ed Rome here, because this is what we demand from
our teachers. They have to write these things. And as you see there in the text. It is very dense. It is times ten, two
columns. Thirteen hundred words. Engineers loved that, because that is what they do. It was exported to humanities
so they do the same but you can't tell a humanitarian person that you are not allowed to write more than one
thousand three hundred words because when they put on the computers one thousand three hundred words just comes
out of it. It is naturally. It is sort of default somehow so they have four thousand words, and they have double
spacing, and they have flowers on the cover. Engineers don't. And I love that. You laugh about it, because what the
laugh means that we all recognize the cultural differences between the faculties. Our point was that if we want our
teachers to write about teaching and learning. They must do that in a way they recognize from the rest of their life,
right? if I'm an engineer. This is what we do. We rewrite dense, short reporting from research. And this is what I
should do when I write about teaching learning, if I would say to my teachers in engineering that you have to write like
a researcher in education. They would never come. They would just not show up. But if I tell them," Use this template
and a template is actually from one of the biggest conferences in software engineering. They will go," Yeah, I can
do that well, but we have to have them to write. And what I'm going to show you here. Yeah, that is Swedish news. I'm
not sure whether you read Swedish or not, but I'm going to show you a database we have in the fact and
please remember now that we are talking only faculty of engineering here. Why? why do we have to go over here. This is
so very long over here. Yeah, here we go, and we are going to make it a little bit bigger. So it is in English.
Excellent so this is a database it so let us log in here. It is the it is higher. And guess what education? let us
log in. Now we are in the database. This is a database of six hundred texts written by teachers in engineering to other
teachers of engineering about teaching right that. Is what we have that is our weak ties, because the artifacts,
the written material, can now be shifted around in the organization. And people can read what others have done without
even know who they are. They don't be in the same room. They can just sort of search for it. So let us search for
something, and we search for something which most teachers are interested it in. You might not, because you are sort of
specialist in education, but so teachers would look for lecture so. What do we have about lecture in here
here we have about lecture so you can yeah here we go this is a tax for two thousand and fifteen. No taking
in lectures, handouts, as a helping tool promoting deep learning lectures. That means deep approach to learning. We have
a really hard time getting to use the term " deep approach." so there is a potentially learning threshold here. There is
a misconception. We are not really aware of what means that you steep learning we let them do that engaging and
maintaining students interest you in lectures. Since you see what is in here. These are teachers being writing. You can
see the names of them. Here we are. Conrad Wilkin, Blank Andres, mam what is that name? Yeah, awesome. I've
no idea. I don't know them Paris up. So you see, they have all written things that are more or less about how to improve
your lectures, Mhm. And if you take those texts here and you go back to the diagram I showed you earlier @unoise@ the
green lines here that is where the texts work. Mhm so a professor in Oslo imped in education. He invented this
concept of critical friends. You probably heard about that, or many of you probably have that you, you meet up, and you
talk seriously about teaching, for instance, and you improve your teaching. The problem with his concept. There is.
There is no trace. There is no tangible trace of that conversation. It is just memory mhm. And if you read to you
know the first book about paradigms. He has a passage there telling us that in the beginning, up to the end of the
seventeen hundreds, all people doing research on electricity have to start from the beginning. They started off telling
a metaphor illustrating electricity, and they could be running water where there could be wind, or there could be many
things. Then there was a book written in the end of the seventeen hundreds, the title " Forgotten after that period, no
one started with a basic metaphor. Everybody started with a book. So it is because there is a written trace that a
paradigm and a development can be formed. If you just talk about it. It is worth close to nothing. I mean, there are
individual learning, but as an organization learning, it is close to nothing. You need to write. It is like a Emia
and. You know, I started a course yesterday. It is called The inspirational course. It is been around since one
thousand, nine hundred and ninety four. I usually have fifteen experienced teachers in this course. It is one hundred
and twenty hours long. And I told them," You have to write and I know what happens when I tell them you have to
write, and what you have written will be in the database. They will go like by God. My colleagues can see, and it means
that they put a little more pressure on themselves, because in academia, writing is God. You might say, when it is
written and public, it has to be good. If I just say something, I can say anything, because when I walk out here, I can
deny anything. Yep. So those green lines there. That is the written accounts. And if you want some message taken away
today. If you want to develop culture in teaching and learning. You need to get the people to write and how do you do
that? well, people write about things they find meaningful. So it means that we cannot tell them what to write about.
You see now this is cultural influence. This is voluntary. Two thousand and thirteen disruptions in social system taken
immediately, right out of that book in here and telling you now that you can influence people in how they write about
teaching learning. But it is really hard and probably counterproductive. If you try to steer them towards certain
topics. If you want cultural development, you have to let people talk and write about the things they find important.
But you can put frames on how they do it. So it should be scholarly in our case, what we say to them is that you would
need a problem or phenomenon, a focus. They don't say anything about that. It has to be interesting for your
colleagues. So they always write for their colleagues. And then you have to use at least one education reference. Mhm is
that much. You know, I've been talking to educational researcher professors this week, and I tell them this, and they
say," You know, there are so many good things in education research. Do you really think it is enough if they only use
one. And I tell them," I think it is better if they use one, the none % eh. And then I can ask them," how many aid you
how many how many concepts from education. Research is needed for a teacher to develop teaching for, let us say
five years, not many, I can tell you. So it is good enough often is really good enough. Deeper surface approach,
learning, solar taxonomy, constructive alignment, and then you can follow them wherever they go. If they go into
motivation, give them literature, and that if they go into sort of how should I assess, give them things about
assessment but the common ground there doesn't much much is needed. There is a fantastic article by John Bigs. You
probably know that it is from two thousand and twelve, when it is called Um. What the student does? is it a lot of good
stuff in that. And we are going to do exam on these teachers. I talked about those I met yesterday. Next week. We are
going to do an exam on that text with them. They don't know that yet. They are going to examine each other @unoise@ % eh
on that Yeah, where are we @unoise@ @unoise@ um @unoise@ yes @unoise@ i'm I'm going to end here with
something fun. And because you look so seriously now. And maybe maybe I contributed to that um, which is good, of
course, but they also may be a bit cautious now. And you know, when you look at many faces lucky, and you start to
think about what are they thinking? what are they thinking? I'm an academic developer so I can organize a little event
on that. You know, a little sort of buzz group on that. Americans had much fun. The other year, when I asked them to do
a bus group @unoise@ % um yeah, not, so fun though because they were Americans, they thought it was fun. But to me
to say this is really hard. So anyway, I'm going to do some fun here. And this is just you can think about your own
organizations now, and it is a bit opt off topic. But I like this model, and it is sort of a heuristic on how to do
things. So the balance of power in organization. So I want teaching to develop, right? so I want educational development
to happen. There are always positive and negative people in the organization right so we have the plus class
people. You have them too. These are the academic teachers that develop teaching whatever you do to them. You could
punish them for it, and they will do it anyway, because they are passionate about teaching. They are excellent teachers.
They do this. So those are the plus plus people, and then we have the minus minus people. I know the names of those,
because I listen to them many times. They basically say the same things all over every time, fifteen years, same
arguments, but I know they are against these two groups are usually, if you are in a natural state, they are debating
with each other. These two groups and if you invite the plus plus people. They come and they share their
wonderful stories and they love to be there because they want confirmation of that. They do in good things
And the minus manus People want to be listened to. So you have to recognize them as well and stand there and smile
and say," Yeah, hear what you say. Have you thought about and all that kind of stuff. So you have to acknowledge them
like that. But this is actually a very small group of the entire population in the organization. You also have the the
minus classes and the plus minus. Anyway, I had to go back. I look into your faces. Now, do you know these names? some
of them I'm pretty sure you do so. Let us go now to minus plus and plus minus. These people do not talk. They are
passive in the conversation. They don't participate, but they have a secret alliance. So the minus plus would vote for
the minus miners and the plus miners would vote for the Plus plus if there was a vote, but they will not say anything.
They are just sitting there. And according to what I have said already, more conversations and better conversations will
result in better teaching. Yeah, there you go again @unoise@ if. You can get the plus mine as a minus plus into the
conversation. You will change the entire arena, the whole business will change @unoise@ so you get another easy bit
mechanism here. So the trick is the same. How do I get the quiet to become part of the conversation Mhm, because if they
do the plus class and minus miners stalemate conversation when they run their hobby horses against each other that will
just fall apart, because these other people will introduce so many new aspects into the conversation. So the whole thing
will be rearranged. You can try it. It happens @unoise@ so. Again i, Can say the same thing as I did said earlier. If
you want them to take part in the conversation, you have to frame the conversation in a way they are secure with. So
they understand the rules as I said in engineering, in our place, when we say thirteen hundred world words times ten,
two columns. People go yet. I can do that, and then you have to let them talk about whatever they want to talk about as
long as these teaching are learning. Sometimes we have our deans coming to us and say," You know, we have important
stuff here @unoise@ there is a thing coming up from the government. It is going to be about sustainable development. So
couldn't we introduce a conference here where we have sustainable development as a theme, teaching in sustainable
development wouldn't have been nice," they say," and we think," No, you can't do that. This, this arena, this area here,
are for teachers. If you want to talk about sustainable development, send in an abstract, you better hope it is
accepted. And then you can present which they do nowadays, the deans, because they know the rule of the games and the
rule of the game is that you have to participate in this way. But if you participate in this way, you can say whatever
you want. And we have strange examples are going to end off with one of the strangest @unoise@ so. Two thousand and
three we introduced a student evaluation system in my faculty or that could you turn that off? so it is so um, so
it is not yeah @unoise@ % um @unoise@ so we introduced something it is built around a course experience
questioner. It is a Paul questioner. It is used in Australia, and we use that too. Every course we now have a
database of two hundred and fifty thousand questionnaires, something we never use it, but it is there so we have
this coarse experience questionnaire and we introduced that in the faculty. Not all teachers like that. Some of
them were really angry. They felt controlled. You know, Big Brother is coming in watching you in a classroom I
think that is fairly general. That would happen here too, I guess. In many places, I'm engaged in Canada in those
conversations, and they use student evaluations of teaching in a weird way. I tell you, yeah, but this is in our place
so we introduced this questionnaire. It is. Twenty five questions is basically about deep and surface approach to
learning. If you get high numbers, you have a course introducing supporting deep approach to learning. If you have
low numbers, your supporting surface approach to learning. That is basically what it is. But there were two teachers,
one in math and one in physics who said," It is awful. It doesn't work. It is a bad instrument. Sometimes I think it is
really strange with academics. They, they know what it means to be a scholar in a field. You know, you read, you study
for years. And even though you have done that, you read all the literature. You are a bit humble. You know, our results
indicate that that is what we write. So, but in conversations about teaching, learning, suddenly you don't have to read
anything. You can say it is crappy. It is crappy instrument, they say. And I find that interesting. So we said to them,"
Okay, if you find it crappy, write a paper for the conference. Thirteen hundred words, right? and they did. That is a
bit only a little Gold Star to these two teachers, because they, they decided to play the rules by the rules. They did
an experiment. And I tell you about that, because that is what they told their colleagues, the colleagues in the room
were about thirty of them, and all teachers in engineering and these people here. And I was selling saying that, you
know, we have this instrument here, and it doesn't work. How do we know that? well, we have these third analysis
one, you know, math core one, six hundred students that are divided into many rooms of thirty in each, and taught in a
long corridor. That is what we do. Math one, one in loan university more or less. And they said," So we have all these
students here in all these rooms. And it is the same course. It is math one one. So we distributed the instrument in
these rooms here And when we compare the result guess what? they are not showing the same thing. < laugh > They
said to their colleagues and the colleagues went like you a little bit like, and then some one helped them and raised
the hand as a Baba. But wait do you mean that it is the same thing going on in these rooms. Yeah, yeah, it
is the same course math, one and one they said," But, you know, they are different people.
And that reaction from the colleagues, from those who may know as good colleagues changed the whole business for them.
And now it is up to you. If you want to guess or want to have a vote, would like to suggest what piece of research could
I have shown these people that would have changed their minds. And I would say nothing, because they tear research
apart. It is like a change, saw a massacre. If they don't like the research. Could I have said something if I did say
something, they would say," Do you know math?" and I don't. So I'm off the business. But when thirty colleagues are
indicated, you know, there is something wrong here. That is when things start to move here. And that is the power of the
green arrows. That is the power of the written material. Otherwise, there wouldn't have been that kind of conversation.
And now it is seventeen minutes past three, and people are starting to leave, say," I have to close here so well. Thank
you for showing me the faces um for an hour or so. Yeah, thank you very much