Morten Brekke

• Brekke, Morten; Amaral, Carla Maria & Cravina, Jose (2024). Flexible learning and teaching: what, how, and does it work? . Vis sammendrag

  Flexible learning means dynamic learning, and each higher education institution can find an individual definition and focus. Flexible learning paths refer to dynamic approaches in education that adapt to individual learning needs. These paths allow for personalized journeys, with different learning styles, paces, and preferences. By incorporating a mix of online and traditional methods, flexible learning emphasizes student autonomy, promotes self-regulation, and decision-making. It involves innovative curriculum designs, including technology and interactive resources. Teachers play a crucial role in guiding and supporting students along these paths. The goal is to create a learning environment that meets the diverse needs of an increasingly diverse student population. We will explore various challenges institutions face and provide recommendations to guide further development for institutions, where flexibility emerges as a cornerstone for academic success

• Brekke, Morten (2024). Utdanningskvalitet: Undervisningskvalitet og læringsmiljø .
• Brekke, Morten (2024). MatRIC “From birth to toddler to teenager to adulthood” .
• Brekke, Morten (2024). SEFI MSIG The Mathematics Special Interest Group. Vis sammendrag

  Information about how SEFI MSIG works.

• Brekke, Morten (2024). Flexible learning and teaching: an opportunity for growth. University World News.
• Brekke, Morten (2023). Staff development for high quality learning and teaching.
• Brekke, Morten (2023). Hva har det å bli merittert underviser har betydd for meg personlig og for UiA.
• Brekke, Morten (2023). Matematikk i ingeniørutdanningen – disiplin vs. program.
• Brekke, Morten (2023). STACK design sprint project, failure rate down from 44% - 12% .
• Brekke, Morten (2023). Hva forventes av oss? Kan vi si noe om framtiden? . Vis sammendrag

  Om læreres rolle i en tid der vi "tvinges" til endring i pedagogisk opplegg.

• Brekke, Morten; Gjesteland, Thomas & Landgärds, Ida Maria (2022). Erfarne studenter er løsningen for tidenes viktigste førstesemester 2022. Khrono.
• Brekke, Morten (2022). Transforming Mathematics teaching – why and how? Vis sammendrag

  In this talk I will show examples of why and how we have tried to transform and improv learning experiences of mathematics in higher education. I have from 2014 worked as a coordinator for two networks in MatRIC: Video Teaching and Computer Aided Assessment. MatRIC - Centre for Research, Innovation and Coordination of Mathematics Teaching is a Centre for Excellence in Education in Norway. MatRICs vision is “Students enjoying transformed and improved learning experiences of mathematics in higher education”. Then in 2019 I moved to a position as Vice-rector for education at University of Agder. In this position I lead the Academic Affairs Committee. Leads the work developing a strategy in the priority area Learning and Education for the Future, with special emphasis on developing a future oriented educational leadership. With this in mind, I will try to draw the line of moving from a developer of new teaching methods using digital tools trying to inspire colleagues, to then be the educational leader at our university to have the responsibility (and power) to ensure that we fulfil the universities strategy of teaching. In Norway the culture for teaching in higher education is typically based on lectures and a final written school-exam. This is what I call curriculum-based teaching. We check procedure and facts and not learning outcomes. In my opinion we do not fulfil the requirements from the Norwegian framework of engineering. An example from my experience with changing mathematics teaching to the Bachelor program of electronics will be given. As well as a project in corporation with the School of Business and Law at our University. A forty percent fail rate in mathematics for future economists inspired MatRIC to get to the core of the problem: insufficient prior knowledge. I will describe how we now are down to 11 percent fail rate and improved grades. The pandemic has been a gamechanger for us. MatRIC brought teachers in Norway together to discuss digital teaching. We were able to support our students during the corona lockdown. Lecturers and tutors in mathematics were just keystrokes away. Teaching and MatRIC's drop-in for mathematics support moved to digital platforms. But the biggest issue was moving from school-exam to home exam. Dealing with loss of control, collaboration between students, cheating has been and is a big challenge especially in mathematics. As Vice-rector for education there was a several decisions that had to be made about exams, most of them unpopular. I have initiated general seminars/webinars for lecturers and for mathematics we have just had a one-week design sprint where staff was “forced” to come up with a plan for exam and assessment for next semester.

• Brekke, Morten (2021). Mer vurdering, mindre læring. Khrono.
• Brekke, Morten (2021). Part 1: High “fail rate” inspired math project Part 2: How MatRIC support really helps during “lockdown” .
• Brekke, Morten (2020). The Coronavirus Kick-starts a New Digital Teaching Reality. Vis sammendrag

  Universities has shut down and gone into exception mode for an indefinite corona time. We are in exception mode, but even though our campuses are closed, we are still delivering teaching. All teaching is now digitally and online, and exams will also be digitally and online. Our university are now well out of exception mode. Over the last few weeks, we have replaced the lecture hall and classroom with the digital classroom. “The unusual is now common. The exception is becoming normal”. No one could predict this dramatic change, but at our university we are well equipped to handle it. The changes are well supported by academic staff, a well-functioning IT staff and administration that from their home office, provides the right technology, software and training for staff and students. Our staff has been working hard over to ensure that this spring's digital exam is as safe and of the same quality as before, even though it will be digital and online. There is reason to believe that many of the changes we are now seeing will improve teaching in the future. Now is the time to discuss basic questions about what learning really is in a digital age. We need to gain experience and learn from today's distance education so that more people can take education without having to gather in regular classrooms. My most important experience is that good learning depends on dialogue between student and lecturer. This is a major challenge in the digital classroom. What happens when the corona epidemic is over? What have we learned and what will enable us to develop new forms of learning and knowledge development? How can we enhance our digital skills? And how do we preserve the values and cultural understanding that emphasize meeting, being together and learning together? Across the world, experiences are now made on how digital teaching can be used in the best possible way. This talk will reflect on what happened, what next from a leader of higher education, but with more that 20 years of experienced as a “digital teacher”.

• Brekke, Morten (2019). Hvordan kan vi som ledere inspirere til god undervisning? .
• Brekke, Morten (2019). Eksamens- og undervisningsformer med fokus på digitalisering .
• Brekke, Morten (2019). Forskning på egen undervisning og merittert underviser.
• Brekke, Morten (2019). Innovasjon i undervisningens betydning for å bli merittert underviser .
• Brekke, Morten (2019). «Nye» undervisningsmetoder .
• Brekke, Morten (2019). ”Utfordringer med å nå de matematiske kompetansemål”.
• Brekke, Morten (2019). Pre-university mathematics courses are not rocket science – they would be so much easier if they were! .
• Brekke, Morten (2019). Undervisningkvalitet og karrièreutvikling. Vis sammendrag

  Del 1, 09:00-11.30: Fagdel, med tema · Video og digital vurdering · Programmering i den ingeniørfaglige basisdelen av ingeniørutdanningen · Teambasert undervisning Del 2, 12:00-14:00: Karriereutvikling, med tema · Kollegavurdering før opprykk · Hvordan utnytte prosjekter i opprykkssammenheng · Samarbeid og seminarer som kan bidra

• Brekke, Morten (2019). Blended Learning in Calculus.
• Brekke, Morten (2019). Establishment of a new Norwegian STACK community within MatRIC.
• Brekke, Morten (2019). Utvikling og oversetting av selvrettende oppgaver fra STACK for å bedre studentenes læring i matematikk. .
• Brekke, Morten (2019). Student Active Learning in Mathematics and Statistic at University of Agder (UiA). How do we implement programming to our engineering students?
• Brekke, Morten (2018). Mine erfaringer fra Meritteringsprosessen .
• Brekke, Morten (2018). Inspirasjon til god undervisning .
• Brekke, Morten (2018). Erfaringer med Digital eksamen innen tekniske fag .
• Brekke, Morten (2018). Deling av god utdanningspraksis i matematikk på tvers av institusjoner. .
• Brekke, Morten (2018). DEVELOPMENT OF NEW CONTENT IN MATHEMATICS FOR PRE-CALCULUS STUDENTS USING STACK AT UNIVERSITY OF AGDER.
• Brekke, Morten (2018). NEW PRE-COURSES IN MATHEMATICS FOR ECONOMY AND ENGINEERING USING E-ASSESSMENT SUPPORTED BY MATRIC .
• Brekke, Morten (2018). TEACHING MATHEMATICS FOR ENGINEERS AS THE NORWEGIAN NATIONAL FRAMEWORK SUGGESTS – IS IT POSSIBLE? .
• Brekke, Morten (2018). TEACHING MATHEMATICS FOR ENGINEERS USING SHORT VIDEOS AND DIGITAL ASSESSMENT TOOLS .
• Brekke, Morten (2018). Digital approaches to teaching and learning mathematics.
• Brekke, Morten (2018). Presentasjon av STACK og Abacus.
• Brekke, Morten (2018). Presentasjon av MatRIC.
• Brekke, Morten (2018). Digital assessment network in MatRIC and my own experience using Computer aided assessment in my teaching. .
• Brekke, Morten; Duranovic, Amar; Jevne, Are Nikolai & Sangwin, Chris (2017). Development of teaching-modules in computational Mathematics and STACK in cooperation with students. Nordic Journal of STEM Education. ISSN 2535-4574. 1(1), s. 79–81. Fulltekst i vitenarkiv
• Brekke, Morten (2017). OM DIGITAL ASSESSMENT NETTVERKET I MATRIC OG EGEN ERFARING MED SELVRETTENDE TESTER I MATEMATIKK.
• Brekke, Morten (2017). Innovative teaching of Mathematics turning into research.
• Brekke, Morten; Duranovic, Amar; Jevne, A. N. & Sangwin, Chris (2017). Development of teaching-modules in computational Mathematics and STACK in cooperation with students.
• Rønning, Frode; Goodchild, Simon; Brekke, Morten; Berthelsen, Maiken & Vidisdottir, Margret Osk (2016). Overgang fra matematikk i videregående skole til matematikk på universitetet.
• Brekke, Morten (2016). The history of Digital Assessment Network Group in MatRIC.
• Brekke, Morten (2016). The history of Video Networking Group in MatRIC.
• Brekke, Morten (2016). Modern Mathematics teaching: "It's all digital".
• Brekke, Morten (2016). New strategy in teching Mathematics within Electronics.
• Brekke, Morten (2016). Using CAA to set grades in mathematics courses for engineering students in electronics.
• Brekke, Morten (2016). New way of teaching and integrating Mathematics for engineering students in Electronics. Vis sammendrag

  The aim of this report is to show students’ working methods and performance following the introduction of new teaching approaches and integrating mathematics within the programme for engineering students in electronics. In 2014 we started a project to strengthen students' achievement of learning outcomes of the bachelor programme in electronics through integration of mathematics within the study’s technical subjects. The intention is that this will contribute to a better learning process and increased understanding of mathematics.

• Brekke, Morten (2016). Digital Assessment, an overview of suitable Tools.
• Brekke, Morten (2016). Teaching Mathematics within electronics engineering without ordinary lectures.
• Brekke, Morten (2016). Use of CAA at University of Agder.
• Brekke, Morten (2015). Lanserer matte-TV. [Tidsskrift]. SFU-magasinet.
• Brekke, Morten (2015). „Mathematics video resources – how to find, use and create videos“.
• Brekke, Morten (2015). Activity of Digital assessment-networking Group in MatRIC.
• Brekke, Morten (2015). Activity of Video-networking Group in MatRIC.
• Brekke, Morten (2015). Digital assessment and its possibilities, limitations and challenges.
• Brekke, Morten (2015). Matematikk i ny innpakning. Bruk av teknologi gir nye muligheter.
• Brekke, Morten (2015). Digital assessments and its possibilities, limitations and challenges. .
• Brekke, Morten (2015). News from Video-networking Group im Matric.
• Brekke, Morten (2015). Astronomi - En reise i verdensommet - Nordlys.
• Brekke, Morten (2015). How to Study Mathematics - Bruk av video.
• Brekke, Morten (2015). Use of new teaching methods and technology improves performance of engineering students in calculus.
• Brekke, Morten (2015). Erfaring med bruk av digital vurdering og videoforelesninger i matematikk på ingeniørutdanningen ved UiA.
• Brekke, Morten (2015). Erfaring med bruk av digital vurdering i matematikk på ingeniørutdanningen ved UiA.
• Brekke, Morten (2014). Workshop Digital assessment in Mathematics.
• Brekke, Morten & Somdal, Åsmund Rodvig (2014). Making it easy for teachers. Production of Video-lectures. .
• Brekke, Morten (2014). Forskningsdagene. En forsker svarer.
• Brekke, Morten (2014). Teaching Maths at University level – My perspective.
• Brekke, Morten (2014). Presentation of University of Agder and MatRIC.
• Brekke, Morten (2014). Pre-Calc Students from Digital Online Courses, Performance on Calculus Courses at University Level. ISBN 978-963-89559-7-5.
• Brekke, Morten (2014). Digital assessment and Video teaching.
• Brekke, Morten (2014). Digital vurdering i matematikk og videoforelesninger i matematikk.
• Brekke, Morten (2014). Informasjon om matematikkundervisning og rekrutteringsveier til ingeniørutdanningen ved UiA Grimstad.
• Brekke, Morten (2014). Forslag til ny undervisningsform i Bachelor for elektro på ingeniørutdasnningen ved UiA.
• Brekke, Morten (2014). Bruk av digitale tester og digital vurdering i bl.a. matematikk og fysikk.
• Brekke, Morten (2014). Presentation of Digital Assessment & Video Group in MatRIC.
• Brekke, Morten (2014). An e-Learning Environment for Large-Scale Calculus Courses for Engineering.
• Brekke, Morten (2013). Transforming Mathematics teaching - the why and how? .
• Brekke, Morten (2013). Kavliprisen i astrofysikk 2012:David C. Jewitt, Jane X. Luu og Michael E. Brown. I Nossum, Rolf Tomas (Red.), Agder vitenskapsakademi. Årbok 2012. Portal forlag. ISSN 978-82-92712-95-5. s. 326–334.
• Brekke, Morten (2013). Streaming av forelesning og bruk av digital vurdering i matematikk.
• Brekke, Morten (2013). Digital eksamen i matematikk.
• Brekke, Morten (2013). Forskningsdagene. En forsker svarer.
• Brekke, Morten (2013). Nettbasert realfagskurs.
• Brekke, Morten (2013). EARLY TESTING OF E-EXAMS IN CALCULUS AT UNIVERSITY LEVEL ISBN 978-963-89559-3-7.
• Brekke, Morten (2013). Early testing of e-Exams in Calculus at University level.
• Brekke, Morten (2013). Videostreaming av forelesninger og e-Eksamen i Matematikk.
• Brekke, Morten (2013). Early testing ot e-Exam. Using MyMathlab for conducting e-Exam in Mathematics at University of Agder.
• Brekke, Morten (2013). Realfagskurs på Nett og bruk av videoforelesninger.
• Brekke, Morten (2013). Praktisk bruk av MyMythlab i Matematikk til underveis- og sluttevaluering.
• Brekke, Morten (2013). Videostreaming av forelesninger i matematikk på ingeniørutdanningen ved UiA.
• Brekke, Morten (2013). "Jenter og Teknologi"- rekrutering. Foredrag om rekruttering av jenter til teknologifagene ved Universitetet i Agder.
• Brekke, Morten (2013). Digital eksamen i Calculus med MyLabsPlus.
• Brekke, Morten (2012). Kavliprisen i Astrofysikk 2012, David C. Jewitt, Jane X. Luu og Michael E. Brown. Vis sammendrag

  Fikk prisen for sine bidrag til oppdagelsen og beskrivelse av Kuiper-beltet og dens største objekter. Arbeider som førte til store framskritt i forståelsen og historien til vårt planetsystem.

• Brekke, Morten (2012). Forskningsdagene. En forsker svarer.
• Brekke, Morten (2012). ”Elektronisk eksamen i realfag for større grupper”.
• Brekke, Morten (2011). Forskningsdagene. En forsker svarer.
• Brekke, Morten (2011). «Samarbeid og implementering av rammeplanen».
• Brekke, Morten & Zhang, Therese (2024). Flexible learning and teaching. European University Association. Vis sammendrag

  In recent years, demand for more flexible learning and flexibility in learning paths has become a major trend at European higher education institutions (HEIs). According to the European University Association (EUA) Trends 2018 report, 80% of HEIs surveyed across the European Higher Education Area (EHEA) see a need for more flexible provision for degree programmes, and 62% of them confirm a growing demand for short-term (non-degree) learning opportunities. Moreover, more than half of HEIs surveyed have observed increased participation in flexible learning offers over the past three years.1 Nowadays, with some countries (such as Norway and Finland) promoting lifelong learning and continuing education as a national priority, there is a pressure, if not an obligation, for HEIs to engage with (more) flexible learning. However, implementation at institutions may still prove complex: there are no universally agreed standards, and little guidance can be found for HEIs that are struggling to identify what would work for them. Approaches may vary between HEIs in the same country and even between study programmes at the same institution.

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