Teaching is for me both a way to share the knowledge I have gained through my research activities and an inspiration. I want to teach students what I know, but also make them question this knowledge, look at it critically, identify gaps and bias, and push its boundaries. In my teaching, I seek to awake my students’ curiosity, and provide them with an environment that encourages them to confront their assumptions, get out of their comfort zone, and fully engage with the topic. Creating this stimulating and interactive learning environment obliges me, in turn, to confront my own assumptions, get out of my comfort zone and fully engage with my topic.

Pedagogical education

I have taken several courses in order to improve my teaching practice, including:

  • Academic teacher training, 7,5 ECTS
    Mandatory pedagogical crashcourse for all teaching staff at Uppsala University. The course has a broad scope, covering a variety of teaching methods, concepts and situations.
  • Supervision of students, 3 ECTS
    Two-week course providing guidance to teaching staff responsible for supervising Bachelor and Master theses.
  • Oral presentation and feedback (3-day seminar)
    Seminar aimed at improving participants’ oral presentation skills and help them guide their students in improving their own oral presentation abilities.

Teaching Portfolio

I have taught several courses throughout the past few years, including:

  • Human-Computer Interaction – online course (5 ECTS)
    Project-based course in which students collaboratively develop their own design project using user-centered methods. All communication is remote and asynchronous.
  • Complex IT Systems in Large Organizations (5 ECTS)
    Project-based course using the self-flipped classroom concept. Students work into groups to produce short videos presenting what they have learned, and this material is then used by the other groups as a learning resource.
  • Human-Computer Interaction – campus course (5 ECTS)
    Project-based course in which students collaboratively develop their own design project using user-centered methods.
  • IT and Society (15 ECTS)
    Project-based course in which students independently organize themselves in order to answer a question provided by healthcare managers (partners of Uppsala University). At the end of the course, students deliver a report and a short film presenting and discussing the assigned question.
  • Perception and Visual Design (5 ECTS)
    Lecture-based course where students learn about how the human visual system works and how to create effective visualizations.

Pedagogical development

At the beginning of 2017, I was given some time in order to re-design an introductory online course in Human-Computer Interaction. The aim of this pedagogical development project was to increase student engagement and improve the quality of the student assignments. I presented my re-design concept and its outcomes at two different venues, respectively the pedagogical conference organized by the Faculty of Science and Technology (TUK) at Uppsala University [1] and the Swedish national pedagogical conference (NU) [2].

Pedagogical publications

  • Golay, Diane (2018). A new model for teaching human-computer interaction online. Poster presented at the pedagogical conference of the Faculty of Science and Technology (TUK ) at Uppsala University on March 13, 2018. Click here to download the poster (PowerPoint).
  • Golay, Diane (2018). Engaging students in online courses: assessing the effects of and evidence-based course redesign on student engagement. Presentation at the Swedish national pedagogical (NU) conference on October 11, 2018. Click here to view the abstract (PDF).
  • Cajander, Å., Daniels, M., Golay, D., Moll, J., Nylen, A., Pears, A., … McDermott, R. (2017). Unexpected student behaviour and learning opportunities: Using the theory of planned behaviour to analyse a critical incident. In IEEE Frontiers in Education Conference (FIE).