It has been a privilege to work on this edited collection despite the fact that much of the work has taken place during a pandemic when, for many of us, our lives have been turned inside out. The series editors Terry Zawacki, Joan Mullin, Magnus Gustafsson, and Federico Navarro have been exceptionally helpful, as has been founding editor and publisher Mike Palmquist. Terry, in particular, has guided us with gentle encouragement and thoughtful suggestions throughout the process. We also thank the contributors for their work on chapters and for their collegial approach to this project. It has been a pleasure to work with you all, and we look forward to many years of collaborations in the future. We would also like to thank all the readers who read earlier drafts of pieces of this collection. We are grateful for your careful work.Cecile: I would like to acknowledge the support from Memorial University for assistance in the preparation of this manuscript and in particular for the Publications Subventions Program grant. I also want to thank my co-editors, Britt and Jamie, for a most enjoyable journey. Our virtual meetings became a highlight for me. I'm also extremely grateful to both of them for carrying the load when I became ill. They conveyed their compassion and care in multiple ways.Britt: As I type this on my phone (with one hand, while feeding my new baby), I am astounded at what can be accomplished when academics come together to care-fully collaborate. As authors and editors, we have been through births, deaths, sickness (hello Covid-19!), health, layoffs, new jobs, as well as dissertation endings (congrats!), beginnings, and somewhere in between. I am grateful to my co-editors who have sustained me in more ways than I could possibly detail. I am grateful to the authors, who gracefully took on rounds of editing and review in order to push this piece further. I am grateful to the Algonquin Nation whose territory includes the Ottawa River watershed, which nurtures and sustains my life and the lives of my kin. Finally, I am grateful to my human, Sean Botti, whose countless hours of visible and invisible labour has contributed to making this project a reality.Jamie: I am grateful to so many people who have been a part of bringing this collection together. I would like to thank my co-editors, Britt and Cecile, for their rigour, generosity, and care. The fact that we have edited this book from different corners of the world has frequently opened up interesting juxtapositions in time and season and in terms of how we think about doctoral education and writing. I am grateful to chapter authors for working with us RE-IMAGINING DOCTORAL WRITING

Building on domain-specific theories and a case study on play and higher education (Møller, 2020), we developed a 'Frame-Pedagogy' design: a model that fuses views on education and play by focusing on their common denominators: framing and sense-making. It explores the connection between play and higher education through three perspectives on educational experience: Academic content as fact, as toy and as tool. We tested and adapted our design by exploring it across two months on a teacher training course. In this paper, we present both iterations of the model as well as student accounts on their perceived meaning and learning outcome related to the course. We conclude that a multiple-frame-approach to education that includes play holds great potential for corresponding with the needs of future professional settings.

Artiklen præsenterer og diskuterer et kvalitetsudviklingsprojekt på RUC som har haft til formål at udvikle eksamensformer så de bliver mere læringsunderstøttende og mere valide og relevante i forhold til de læringsmål uddannelserne opstiller. Artiklen præsenterer eksempler på eksamensformer som udprøver fx samarbejdskompetence og læringskompetence og eksamensformer som gennem problembasering, autencitet og bevidste placering i det samlede læringsforløb understøtter de studerendes læreprocesser.This article presents and discusses a quality enhancement project at Roskilde University Denmark, which focuses on improving assessment practices in order to promote student learning, and to ensure more valid and relevant assessment in relation to the learning goals for subject module courses. The article presents examples of assessments of students’ co-operation as well as examples of problem-based and authentic assessments which support student learning.

I denne artikel præsenterer jeg et konkret redskab til bedømmelse af det sproglige i universitetsopgaver. Jeg argumenterer for hvordan bekendtgørelsens1 krav om at bedømme de studerendes »stave- og formuleringsevne« må foretages ud fra kriterier om at sproget skal være klart, korrekt og videnskabeligt. Jeg konkretiserer og eksemplificerer hvad det vil sige at skrive klart, korrekt og videnskabeligt, og præsenterer på den baggrund en guide som kan bruges når man skal vurdere hvad der skal indgå i en bedømmelse og med hvilken vægt.