CLK Activities

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Educational Development

Pedagogical skills

CLK supports pedagogical competency for individuals functioning in teaching, administrative, and management roles.  This support is in relation to KI's program to build a critical mass of good teaching skills within the organization. Pedagogical competency is enabled by a clear professional development stairway to support individuals developing a teaching portfolio, and in relation to the nationally designed learning objectives of empowering university teaching. Skill development takes place at different levels: a) introductory, b) basic, intermediate and c) mastery levels.


The target group for pedagogical competence are all those actively contributing to the education of undergraduate, postgraduate and doctoral levels.

Consultations and collaborations

CLK will contribute to pedagogical development and quality assurance of education through consultations and collaborations with individuals, groups and committees.

Intelligence and evidence-based practice

CLK must be through business intelligence and evidence-based practice developing, providing and disseminating knowledge on what proved to best promote learning for students, graduate students and faculty/staff and the organization.

Learning and IT

Goal A:

CLK will develop a comprehensive strategy for e- learning at the university. This will contribute to the University's infrastructure in the form of virtual learning environments which are well developed and meet the demands of a modern higher education environment. Therefore CLK is developing a modern strategy for the future of virtual support for e-learning at KI.

Added to this is the production of MOOCs (Massive Open Online Courses) under the edX - cooperation, and the NOOCs (National Open Online Courses) that can also be taken up during the year in connection with this.

Goal B:

Provide opportunities for higher educational utilization of information and communication technologies (ICT) in KI 's courses. A university with high aspirations in education should have equally high ambitions in the virtual and the physical learning environment. Even with a well-developed infrastructure for learning, a good knowledge of how ICT can support pedagogy is required to make full use of the infrastructure. 

Physical learning environments

The recently completed project on future learning environments are being transitioned to CLK/MCC where they will continue the execution of the work on learning environments previously developed. CLK 's role will be as a party to the real estate department in the development, remodelling and new construction of all the learning environments within Karolinska Institutet.