UiB Læringskonferanse 2024
We invite you to attend the 2024 UiB Læringskonferanse on Connection, Community, Inclusion.
Main content
Connection, Community, Inclusion
The Program for University Pedagogy, the UiB Læringslab, UiB Universell, and the TeLEd Research Group invite you to attend the UiB Læringskonferanse, held at UiB on October 17, 2024. The UiB Læringskonferanse is free and open to all members of the UiB community. It is an opportunity to learn, discuss and celebrate inclusive and research-based practices in university teaching and learning. The day will include keynote speakers and workshops, paper panels and poster presentations. We invite all teachers, staff and students to attend the conference.
The Læringskonferanse will feature over 40 sessions, including keynotes, workshops, and paper or poster presentations. The contributions share inquiry on teaching and learning from the UiB community. Presentations on practice and research will focus on student learning through examination of classroom teaching practices, field or practical teaching, use of educational technologies, curriculum revision, use of accessible and inclusive teaching methods, and supervision. The Læringskonferanse is intended to be an opportunity to connect and to learn together about building connection, community, and inclusion.
Important Dates
Register by October 14, 2024
The Læringskonferanse takes place on Thursday, October 17, 8:30-16:00
Post conference workshops Friday, October 18, 9:00-12:30
Conference Schedule
Programme and Book of abstracts
TIME | PROGRAM | DESCRIPTION | LOCATION |
8.30 | Registration | Coffee & refreshments | NG5 common area, Nordre Allmenning |
9.00 |
| Introduction by Pinar Heggernes, Deputy Rector of Education and Digital Competence | Storsalen |
9.15 | Keynote Address | Keynote by John Harding and Helen Duncan: | Storsalen |
10.15 | Break | Coffee & refreshments | NG5 common area, Nordre Allmenning |
10.45 | Parallel Sessions 1 | Paper presentations Workshop 1: Innovation for Inclusion: Design thinking for educators | Søndre & Nordre Allmenning Storsalen |
12.15 | Lunch Break | Light lunch | NG5 common area, Nordre Allmenning |
13.00 | Parallel Sessions 2 | Paper presentations Posters Workshop 2: Equity or Advantage? The effect of receiving access arrangements in university exams on students with specific learning difficulties (SpLD) | Søndre & Nordre Allmenning Common area
Storsalen |
14.30 | Break | Coffee & refreshments | NG5 common area, Nordre Allmenning |
14.50 | Closing Session | Panel Discussion: | Storsalen |
15.45 | Social Event | Music & refreshments | NG5 common area, Nordre Allmenning |
Keynote by John Harding and Helen Duncan
Contextualised disability and neurodiversity professional services: University of Cambridge
In the years following the UK Equality Act of 2010, universities' approaches to supporting disabled students in higher education have evolved from a legal obligation to provide reasonable adjustments to an anticipatory approach rooted in inclusive design principles that prioritise inclusive curricula and environments, minimising the need for individual adjustments.
At the University of Cambridge, a discipline-based model for Disability/Neurodiversity Advisers was introduced in 2023. This model fosters collaboration between advisers and academic colleagues, ensuring context-specific recommendations and promoting inclusive practices. Embedding advisers within departments enhances their understanding of academic disciplines and strengthens their professional competencies. This presentation will start by exploring the model’s success, documented in peer-reviewed articles, and its alignment with the University's broader goals, including a partnership with the Cambridge Centre for Teaching and Learning to address awarding gaps. The presentation will then detail the practical implementation of the discipline-based model. A case study will be used to illustrate the model's application, highlighting successful strategies and outcomes for students. By sharing the practical aspects and real-world application of the disciple-based model, the presentation will demonstrate how embedding disability advisers within departments promotes a culture of inclusivity and collaboration within the academic community.
John Harding is the Head of the Accessibility & Disability Resource Centre at, The University of Cambridge.
Dr. Helen Duncan is a Senior Neurodiversity Adviser at, The University of Cambridge.
October 18 workshops with John Harding and Helen Duncan, NG5
Workshop 1: A Case Study on Developing a co-designed Transition Event for Disabled Students (Helen Duncan)
Friday, October 18, 9:00-10:30, NG5
This workshop will explore the collaborative process of designing an inclusive transition event for incoming disabled students. Drawing on a participatory research project, this session will highlight how students can be actively involved in creating supportive academic environments. The workshop will present a case study where disabled students worked alongside the disability service to co-design the annual transition event. By adopting participatory approaches, this project aimed to tailor the transition event to better meet the needs of new students, thus enhancing accessibility and inclusivity.
The workshop will explore the project's methodology, which included focus groups and collaborative planning sessions, resulting in a student-driven transition event. The workshop will also discuss the importance of regularly reviewing disability support provisions and incorporating student feedback to ensure effectiveness. Attendees will gain insights into the benefits and challenges of co-design projects and will leave with practical strategies for implementing similar initiatives in their institutions.
Workshop 2: From reasonable adjustment to inclusive practice: the Undiscovered Country? Exploring the influence of lecture capture technology on academic outcomes and learning experiences for disabled students in higher education. (John Harding)
Friday, October 18, 10:45-12:15, NG5
My doctoral research explores the impact of lecture recordings on the academic outcomes and experiences of disabled and non-disabled students at a higher education institution in the UK. Despite extensive literature on lecture recordings, few studies focus on disabled students. Set against increasing participation of disabled students and evolving inclusive pedagogy, and political conceptions of disability, my study employed an exploratory mixed-methods design, including quasi-experimental time-series analysis and quantitative and qualitative methods, to investigate the effects of lecture recordings on academic outcomes and learning experiences. Key findings reveal no significant impact on exam marks for both groups, though a possible positive effect on classification for disabled students was noted. Both groups found recordings beneficial for understanding, engagement, workload management, and well-being, with disabled students particularly benefiting in engagement and improvement in notetaking. The study underscores the need for evidence-based communication on effective use of recordings and highlights the importance of context in applying inclusive pedagogy, suggesting avenues for further research and practical implications for inclusive education.
The conference is offered by the Program for University Pedagogy, the UiB Læringslab, UiB Universell, Division of Student and Academic Affairs, and TeLEd
