The extended classroom as a concept in students learning : a study in the use of the extended classroom as a working method to adapt training to the individual student

Masteroppgave i tilpasset opplæring - Nord universitet, 201

Interactive teaching in an international preparatory language program; promoting some of the 21st century skills

Academic presentation at The 5th World Conference on Research in Teaching and Education (WORLDTE), 28. - 30.10.22, Milano, Italy. https://www.worldte.org/.As the globalization has intensified, the future of engineering education may require its students to enhance the 21st century skills such as critical thinking, collaboration and communication skills (Riemer 2007, Gradin and Hirleman, 2009). In harmony with this, preparatory language programs for engineering studies must adopt educational methods that help students to cultivate such key skills. Norwegian Language and Society for Foreign Students (NLSFS) at University of Tromsø (UiT) is a one-year international Norwegian language program qualifying for admission to engineering studies at UiT. The program’s curriculum is designed to enhance the above-mentioned skills of the students as well as to promote their satisfactory language ability. The curriculum consists of interdisciplinary components, Norwegian language, society and politics and culture and literature, and it adopts interactive learning activities including collaboration learning, formative peer assessment and project-based learning. The literature shows that these learning activities promote learners’ autonomy, critical thinking and collaboration skills (Pettersen, 2005, Lynch et al, 2012, Carnell, 2016). Based on student questionnaires, this study evaluates the impact of the teaching methods adopted in NLSFS on the students’ enhancement of the above-mentioned skills. The results of the surveys indicate that students have gained experience in collaboration, and they have developed critical thinking and communication skills. The results also show that the students’ perception of the program’s educational methods is very positive and suggest that the methods may promote the students’ engagement in their learning, which in turn contributes to the enhancement of the skills in question and their Norwegian proficiency

Hvordan vi motiverer våre internasjonale ingeniørstudenter

Poster presentation at the MNT conference 16. - 17.03.23, Stavanger, Norway. https://realfagsrekruttering.no/konferanser/mnt-konferansen-2023#om-konferansen

Samarbeidet mellom utdanning og praksis i helseprofesjonsstudiene kan styrkes: Erfaringer fra utprøving av samarbeidsstillinger

In a pilot project aimed at testing the idea of shared positions, five hospital employees and five university employees from four different health educations participated. Each of them held a 20% position devoted to the collaboration. The purpose of this study is to examine the expectations and experiences regarding positions established to promote cooperation. The collection of data took place through focus group interviews before and after the project, with those employed in the positions participating as informants. The analysis of data was inspired by Malterud’s systematic text condensation. The results reveal that leaders and staff from both the field of education and clinical practice ought to be involved in the development of shared positions. The shared positions may help boosting the status of clinical practice within the education by opening up new arenas of cooperation. The introduction of a systematic approach through new pedagogic tools like the SVIP model and primary supervisor model could strengthen the role of supervisors in clinical practice and provide them with more skills in the supervision of students. New pedagogic meeting points and a clearer distribution of responsibilities in the clinical supervision of students will also enable closer cooperation between the fields of education and clinical practice.I et pilotprosjekt med utprøving av samarbeidsstillinger, deltok fem ansatte i sykehus og fem universitetsansatte fra fire helsefaglige profesjonsutdanninger. Hver av dem hadde 20 % stilling øremerket formålet. Hensikten med studien var å utforske forventninger til samarbeidsstillinger og erfaringer med å ha øremerkede stillinger for samarbeid. Innsamling av data ble gjort gjennom fokusgruppeintervjuer før og etter prosjektet, med de som inngikk i stillingene. Dataanalysen var inspirert av Malteruds systematiske tekstkondensering. Resultatene viser at samarbeidsstillinger må forankres i ledelsen og blant kollegaer, både i utdanning og praksisfelt. Samarbeidsstillinger kan bidra til å øke status for praksisdelen av profesjonsutdanningene ved å legge til rette for nye samarbeidsarenaer.  Etablering av systematikk i samarbeidet gjennom bruk av nye pedagogiske tilnærminger som SVIP-modellen og hovedveiledermodellen, kan styrke rollen til praksisveiledere og gi dem økt kompetanse i veiledning av studenter. Nye pedagogiske møtepunkter og tydeligere rollefordeling i praksisveiledning av studenter vil også kunne styrke samarbeidet mellom utdanning og praksisfelt

WDR82/PNUTS-PP1 Prevents Transcription-Replication Conflicts by Promoting RNA Polymerase II Degradation on Chromatin

Transcription-replication (T-R) conflicts cause replication stress and loss of genome integrity. However, the transcription-related processes that restrain such conflicts are poorly understood. Here, we demonstrate that the RNA polymerase II (RNAPII) C-terminal domain (CTD) phosphatase protein phosphatase 1 (PP1) nuclear targeting subunit (PNUTS)-PP1 inhibits replication stress. Depletion of PNUTS causes lower EdU uptake, S phase accumulation, and slower replication fork rates. In addition, the PNUTS binding partner WDR82 also promotes RNAPII-CTD dephosphorylation and suppresses replication stress. RNAPII has a longer residence time on chromatin after depletion of PNUTS or WDR82. Furthermore, the RNAPII residence time is greatly enhanced by proteasome inhibition in control cells but less so in PNUTS- or WDR82-depleted cells, indicating that PNUTS and WDR82 promote degradation of RNAPII on chromatin. Notably, reduced replication is dependent on transcription and the phospho-CTD binding protein CDC73 after depletion of PNUTS/WDR82. Altogether, our results suggest that RNAPII-CTD dephosphorylation is required for the continuous turnover of RNAPII on chromatin, thereby preventing T-R conflicts