We have here gathered some resources and some suggestions for literature/publications from AAU. The menu at the right leads to annotated literature suggestions sorted by subject.  



Part 1

Podcast by Prof mso Kathrin Otrel-Cass explaining what e-learning is and that e-learning is about adopting flexible and individualised ways to respond to student populations that are becoming more and more diverse.


Part 2

Podcast by Prof mso Kathrin Otrel-Cass explaining that e-learning approaches at University should aim for context and discipline specific responses rather than one-size-fits-all solutions.


Higher Education Practices Series

Teaching Creatively in Higher Education. Bridging Theory and Practice

The topic of this booklet is a synthesis of relevant research in the

field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and development, together with teacher motivation and overall satisfaction.

This booklet meets the need for renewal and creation in higher education, in order to address the challenges of the future, focusing on the benefits of teaching creatively at higher education.

The booklet is the first in Higher Education Practices Serie.

Download e-booklet here.


Podcasting for Teaching and Learning in Higher Education

This booklet gives an introduction to podcasting in teaching in higher education, to its underpinnings in research and to the practical issues associated with the use of podcasting in this setting. We first present what has been reported about the pedagogical benefits of integrating podcasts in teaching and outline some of the underpinning educational theory. Next, we focus on practical matters, including the implications and challenges with producing podcasts in terms of academic efficiency as compared to lectures. There is a wide variety of technological solutions available, and we will introduce some of these tools and discuss their use and usefulness.

The booklet is the second in Higher Education Practices Series.

Download e-booklet here.


Transgressive, but fun! Music in University Learning Environments

This booklet is about the possible benefits of doing something different with the students in your classroom - to do rhythms!

Rhythmical exercises benefit students in various ways: they move their bodies, getting new oxygen to their brains, they see other sides of each other, creating new bonds, they relate to the culture of education by other means than words, creating new ways of belonging, just to mention a few. All together, rhythms, like other musical forms, can create a positive atmosphere in the classroom, creating conditions for individual and social learning in a supportive learning environment. If you, like many university teachers, do not have special musical training, the booklet provides a few practical exercises and video instructions, guiding the non-musician university teacher on how to lead a rhythmical exercise.

The booklet is the third in Higher Education Practices Series.

Download e-booklet here.


A report prepared by Kathrin Otrel-Cass for the School Board of Science and Engineering at Aalborg University.



  1. Flipped course structure, Associate professor Henrik Sørensen
  2. Building customisable resources: Podcasts for teaching, Associate professor Kjeld Nielsen
  3. Active learning through Moodle: Video for reflection, Associate professor Evamaria Petersen
  4. Walk and talk through applied mathematics, Professor mso Henrik Clemmensen Pedersen
  5. Derivation of equations of fluid motion, Associate professor Thomas Ruby Bentzen
  6. Flipped classes and web-based applications for better understanding of applied statistics, Associate professor Sergey Kucheryavskiy
  7. Digital days, Associate professor Kjeld Svidt
  8. Case based teaching - ethical, thorough and fair descriptions of technology, Associate professor Stine Willum Adrian

Download the report here.


Supervision as a Partnership for Higher Order Learning

Press the image to watch the video.

At the annual Learning Day 2022. The winner of the AAU Pedagogy Prize 2022 was announced. The winner was Postdoc Niklas Andreas Andersen.

The assessment committee has based their decision on the arguments of the supervisors in their nomination statement in which they write:

“Niklas is a respected young scholar and liked colleague. During the University Pedagogy Program, he has proved to be a skilled, intelligent, and reflective university teacher and supervisor. Niklas has demonstrated his readiness to break old habits and face personal challenges. He developed a framework to align expectations before starting supervising students. In this work, he did much self-reflection, improving his abilities as a supervisor and at the same time being more professional, creating more value for the students.”

Furthermore, Niklas has written a project report of high academic quality with the following problem formulation: "How can the supervision process be organized so that it supports the students' higher order learning?". In the report, Niklas develops a way to align expectations with the project group, which will enable "partnership-based guidance. Niklas shows how a mutual alignment clarifies the fact that a real collaboration presupposes two mutually committed parties and that both parties (the group and the supervisor) are 'investigative' in relation to the issues of the group. The assessment committee finds that Niklas 'insistence on developing ways that can increase students' commitment and independent work in teaching and project work, as well as his courage to challenge his own weaknesses as a teacher illustrates in an exemplary way what AAU PBL principles demands of students as well as teachers.

In this video you will find a fifteen-minute video lecture, in which Niklas presents his project and his findings. Furthermore, you can read his report, which we have posted on the Moodle page under resources in the ‘information room’ (be aware that it is in Danish ).