{"id":23,"date":"2025-12-14T12:45:20","date_gmt":"2025-12-14T12:45:20","guid":{"rendered":"http:\/\/onlearn.online\/om\/"},"modified":"2026-01-02T12:27:46","modified_gmt":"2026-01-02T12:27:46","slug":"om-mig","status":"publish","type":"page","link":"https:\/\/onlearn.online\/en\/om-mig\/","title":{"rendered":"About me"},"content":{"rendered":"
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My name is Lene Andersen.<\/p>\n\n\n\n

I have been a teacher since 2013 and am currently an associate professor. I have a master's degree in IT, interaction design and multimedia, and teach, among other things, systems development, IT and business development - subjects where processes, structure and coherence play a crucial role.<\/p>\n\n\n\n

Over the years, I have both received and delivered a great deal of teaching. Some of it has been engaging and motivating; other experiences have felt alienating, incomprehensible, or lacking a clear purpose. These experiences have deeply shaped the way I think about teaching\u2014and my curiosity about why some forms of teaching work while others do not.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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From practitioner to educator<\/h2>\n\n\n\n

I myself worked as a programmer and systems consultant for many years before I became a teacher. In the beginning, I was a programmer who taught. Over time, I became primarily a teacher \u2013 who has also been a programmer and consultant.<\/p>\n\n\n\n

That shift has been crucial for me. Today I see my work as composed of two professional areas:
the professional (IT, system development, processes) and the educational area. It is in the tension between the two that my professional position lies.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Didactic awareness and responsibility<\/h3>\n\n\n\n

When I began teaching, I was fortunate to join a team with a strong awareness of didactics. This provided me with role models and a shared pedagogical language that I continue to rely on today.\u201d<\/p>\n\n\n\n

During my period as an assistant professor, I really realized that teaching is not about pouring your own knowledge into students. The biggest challenge is not what I<\/em> know \u2013 but how I motivate students to want to know and be able to do something themselves. And, of course, what their learning goals actually are.<\/p>\n\n\n\n

For me, teaching should be experienced as meaningful, relevant \u2013 and preferably necessary.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Autonomy, framework and purpose<\/h3>\n\n\n\n

I strongly believe that students should have a high degree of autonomy and responsibility. But not without limits. Quite the opposite.<\/p>\n\n\n\n

Clear purposes, clear goals, and well-thought-out scaffolding are what make autonomy possible. When students understand why<\/em> they are doing something, what<\/em> they are going to use it for, and how<\/em> they are going to get there, their engagement changes significantly.<\/p>\n\n\n\n

This is also where my interest in planning, progression, and coherence in teaching and learning sequences originates<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Online teaching as professional practice<\/h3>\n\n\n\n

I am one of the initiators and a strong driving force behind the establishment of the online Datamatiker programme, with the first cohort starting in 2022. For me, online teaching is not an emergency solution or a digital copy of face-to-face teaching, but an independent didactic practice that requires deliberate choices and a clear structure.<\/p>\n\n\n\n

Many of my thoughts on teaching, including the development of the Transferflow model, have grown out of working with online education and the opportunities and challenges it presents.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Conversation, openness and shared reflection<\/h2>\n\n\n\n

I am greatly inspired by conversations \u2013 with students and with colleagues. I believe in openness in teaching and often articulate my didactic considerations:
Why do we do things this way? What is the purpose? What are we practicing here?<\/p>\n\n\n\n

For me, teaching is not something finished, but something that is constantly developing in dialogue with practice.<\/p>\n\n\n\n

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Get in touch with me on LinkedIn<\/a><\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Jeg hedder Lene Andersen. Jeg har v\u00e6ret underviser siden 2013 og er i dag lektor. Jeg har en master i IT, interaktionsdesign og multimedier, og underviser blandt andet i systemudvikling, IT og forretningsudvikling \u2013 fag, hvor processer, struktur og sammenh\u00e6ng spiller en afg\u00f8rende rolle. Gennem \u00e5rene har jeg b\u00e5de modtaget og givet meget undervisning. Noget […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-with-title","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-23","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/pages\/23","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/comments?post=23"}],"version-history":[{"count":7,"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/pages\/23\/revisions"}],"predecessor-version":[{"id":228,"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/pages\/23\/revisions\/228"}],"wp:attachment":[{"href":"https:\/\/onlearn.online\/en\/wp-json\/wp\/v2\/media?parent=23"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}