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This paper starts with the observation that in many countries around the world school PE is sailing in rough waters and in real danger of losing its position in the curriculum. A second observation is that this situation is due to confusion in and failure of the PE profession itself. Too many physical educators speak about ‘teaching PE’ without any evidence of an intention to produce learning. Consequently, PE in the reality of our public schools does not achieve the profile of a relevant teaching-learning activity and therefore is losing political and public support. Next, it is argued that the precarious position of the PE profession can, at least partly, be explained by the ideological legacy of the profession. Two longstanding PE ideologies – namely “the training-of-the physical” concept and “the education-through-the-physical” concept – which were constructed in order to gain respect and recognition, continue to negatively influence the perspectives of physical educators and their practices in schools. Both concepts induce non-teaching PE practices. The first ideology leads to PE as fitness training, the latter to PE as supervised recess or entertainment. In conclusion: in order to save PE as part of the curriculum, the profession needs a new paradigm, a new way of theoretical thinking and a new way of acting in practice. The paper goes on to outline the main characteristics of a new paradigm and the following issues are discussed: (a) justification as a school subject, (b) objectives of ‘teaching movement and sport’, (c) view of human movement, (d) didactical principles and (e) an ‘ecological’ curriculum and institutional openness. For the justification of ‘teaching movement and sport’ (a better label than PE), the following starting assumptions are applied: the school should concentrate on subjects that (1) are emancipating because they prepare youngsters for a relevant, humane and independent participation in social-cultural life; (2) can be arranged accordi, En este trabajo se inicia con la observación que en muchos países de todo el mundo la Educación Física Escolar (EF) está navegando en aguas turbulentas y en peligro real de perder su posición en el currículo. La segunda observación es que esta situación se debe a la confusión y fracaso de la propia profesión de EF. Demasiados educadores físicos hablan de "enseñar EF” sin ninguna evidencia de la intención de producir aprendizaje. En consecuencia, la educación física en la realidad de nuestras escuelas públicas no logra el perfil de la actividad de enseñanza-aprendizaje relevante y por lo tanto está perdiendo apoyo político y público. A continuación, se argumenta que la situación precaria de la profesión EF puede, al menos en parte, ser explicada por el legado ideológico de la profesión. Dos ideologías de EF desde que hace mucho tiempo - a saber, el concepto de "la capacitación física" y el concepto de "la educación a través del físico" - fueron construidos con el fin de ganar el respeto y el reconocimiento, siguen influyendo negativamente las perspectivas de los educadores físicos y sus prácticas en las escuelas. Ambos conceptos inducen prácticas de non enseñanza en educación física. La primera ideología conduce al entrenamiento de fitness, la segunda a una EF como un recreo o entretenimiento supervisado. En conclusión: con el objetivo de mantener la EF en el currículo, la profesión necesita un nuevo paradigma, una nueva forma de pensamiento teórico y una nueva forma de actuar en la práctica. En el artículo se pasa a describir las principales características del nuevo paradigma y se discuten las cuestiones siguientes: (a) la justificación como materia escolar, (b) los objetivos de 'la enseñanza del movimiento y el deporte', (c) una visión del movimiento humano (d) los principios didácticos y (e) un currículo 'ecológico' y la apertura institucional. Para la justificación de la "enseñanza del movimiento y el deporte" (un nombre más adecuado que EF), se aplican los supu

Guiding principles for course design This presentation focuses guiding principles and supporting structures fostering a learning culture with active students, better used teaching resources (including ICT) and a high degree of goal fulfilment within higher education. The principles have emanated of a three year pedagogical development program at the Linnaeus University in Sweden allowing teachers to research their own everyday practice to create learning environments better supporting students’ learning processes and being able to change learning cultures in a long time project. A simple design model is developed and put into practice to help teachers struggling with teaching tasks everyday. The model could work as a planning and evaluating tool as well as a foundation for discussion teaching practices. As educators in Higher Education (HE) we have a choice to either successfully supply students with what they are asking for or successfully design their learning processes. Taking the first road equals success and student satisfaction and risk getting stuck in short or narrow sighted solutions and quick fixes. Choosing the careful design perspective on the other hand acknowledges us as professionals in making informed didactical choices. Taking the consequences of living in a global and digitized society means including all means in this design task –thereby including ICT in our didactical considerations. The design concept here rests on research within three fields, i.e. student attitudes & expectations, multimodality & representations, and knowledge as socially constructed. When the academic community challenges what technologies can do for them, digital technologies become knowledge technologies that “shape what is learned by changing how it´s learned. That means identifying where technology can make a difference. For this we need a framing, a sound foundation that identifies central and relevant theoretical concepts for students’ engagement in lear

A new online orientation course equips students with the tools and skills to thrive in online programs. It welcomes them to the university, introduces the learning management system, fosters peer connection, and locates essential resources. Additionally, it teaches valuable strategies for time management, motivation, and success in online learning. This adaptable base course caters to the university’s diverse online programs while maintaining a core structure. Designed for efficient facilitation by Academic Directors, it also allows for a personalized touch. Surveys indicate the course effectively prepares students for their first online course. Notably, completing the orientation has become the strongest predictor of student retention and academic success. This award-winning approach serves as a valuable example for designing online student orientation programs.