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Education Fair 2018

  • Theme: First year didactics and pedagogics as aspect of retention

Health invites everyone with an interest to this year's Education Fair. This year’s theme is first year didactics and pedagogics as aspect of retention:

  • How do we meet the new students during the very first semesters?
  • Do we take the expertise and didactic experience they bring with them into account?
  • In what ways does the structure, content and methodology of the degree programme affect the students' motivation and learning?

We have invited teachers from upper secondary schools and professional degree programmes to come and talk about their didactic formats. Some of our students will also talk about their experience of the transition to the university.



Welcome & snack


Opening remarks
by Lars Bo Nielsen, Dean, Health


Introduction to the day
by Charlotte Ringsted, Vice-dean, Health 


Presentations by lecturers from the upper secondary schools (in Danish)


Presentations by students from Health (in Danish) 

14.45-15.00 Coffee break


Keynote presentation (in English)
“Theoretical aspects of curriculum/instructional design tailored to students level of experience” by professor Jeroen Van Meerienboer, Maastricht


Keynote Speaker
Professor Jeroen J. G. van Merrienboer, Maastricht University

Theoretical aspects of instructional design tailored to students' level of experience”:

In the beginning of his 1968 textbook, Educational Psychology: A Cognitive View, David Ausubel wrote: "If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly." In the next 50 years, a lot of research has been conducted on how to take the student's level of experience into account in teaching. In this presentation, I will discuss three prevailing instructional approaches:

1) simple-to-complex sequencing
2) scaffolding
3) moving from inductive to deductive approaches

First, simple to complex sequencing in a "spiral curriculum" builds on the idea of element interactivity, meaning that one particular learning task is difficult for a novice learner who has to treat all task elements separately, but easy for a more experienced learner who can use acquired cognitive schemas to combine these elements in 'chunks'.
Second, scaffolding builds on the expertise reversal effect, meaning that methods that work well for novice learners (e.g. studying worked examples) do not work well for more experienced learners because the methods may interfere with already acquired cognitive schemas.
Third, working from learning tasks to theory typically works well for novice learners who can then use the practical experiences to link the theory to, while working from theory to learning tasks often works better for more experienced learners who are already able to link the theory to their existing cognitive schemas. Theoretical underpinnings, empirical evidence as well as practical applications of these three approaches will be discussed.

Time and place

Time: 13 December 2018, 12:00-16:00

Location: The Lakeside Lecture Theatres (Jeppe Vontillius), Aarhus University.

See map


Everyone is welcome, including participants from outside Health.
Please register for the event by 4 December 2018 to allow refreshments to be planned.


Anne Svendsen

H bldg. 1611
P +45 8716 7618
11365 / i30