Course Descriptions and Dates 2026 fall

Emnekode / tittel

UPED600: Introduksjon til universitetsundervisning og kursdesign

***Kjerneemne

Mål og innhold

For å nå de planlagte læringsmålene kommer emnet til å være konsentrert om to kjernespørsmål: «Hva er læring?» og «Hva er god undervisning?» For å besvare disse spørsmålene skal deltakerne vurdere forskjellige teoretiske og empiriske kunnskaper om undervisning og læring, og reflektere kritisk over egne erfaringer som lærere og studenter. Vurderingen av disse spørsmålene er nær knyttet til praktisk veiledning om emnedesign.

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

Kunnskaper

• Identifisere og sammenligne forskjellige teorier om undervisning og læring i høyere utdanning
• Evaluere hva god undervisning og veiledning er, og forklare hvordan det henger sammen med studenters læring

Ferdigheter

• Gjennomgå egne emner og designe nye emner
• Formidle og diskutere kunnskaper om verdier og praksiser innen undervisning og læring (SoTL)

Generell kompetanse

• Vurdere og gi tilbakemelding på andre deltakeres emnedesign
• I fellesskap drøfte pedagogiske spørsmål og reflektere kritisk over undervisningspraksis

Metoder for undervisning og læring

Kursdeltakerne kommer til å tilbringe cirka 12 timer i undervisningsrommet og 12 timer utenfor undervisningsrommet i arbeid med emnerelaterte oppgaver. I undervisningsrommet skal deltakerne delta i par- og gruppeaktiviteter, inkludert diskusjoner om undervisnings- og læringsteori, skriving av tekster og tilbakemeldinger fra fagfeller, korte presentasjoner og andre engasjerte læringsaktiviteter. Det kommer til å bli noen korte forelesninger eller presentasjoner fra forelesere om bestemte temaer. Utenfor undervisningsrommet skal deltakerne lese utvalgt litteratur, delta i nettdiskusjoner eller andre forberedende aktiviteter, fullføre oppgaver med å revidere eller designe et emne de skal undervise i, og/eller skrive reflekterende og kritiske analyser av teorier og undervisningspraksis.

Vurderingsformer

Deltakerne må ta del i engasjerte læringsaktiviteter og forberede seg til arbeidet i undervisningsrommet ved lesing, korte skriveaktiviteter og andre identifiserte oppgaver. Deltakerne forventes å fullføre alle vurderingsoppgaver innenfor de tidsrammene som er angitt for et gitt semester. Forlengede frister for innleveringer må eventuelt avtales.

Deltakerne i emnet får to kjerneoppgaver som må utføres:

• En revidert eller ny emnedesign som inkluderer hel eller delvis fullføring av emnets læringsmål, undervisnings- og læringsaktiviteter og obligatoriske krav (3–4 sider)
• En kritisk, reflekterende oppgave som drøfter beslutningstaking i det nye eller redesignede emnet (3–4 sider)

I tillegg til disse to kjernekravene skal deltakerne delta i og produsere mange mindre, formative former for vurdering – for eksempel deltakelse i diskusjoner, korte, reflekterende skriveaktiviteter, utkast til komponenter i emnedesignen samt fagfelletilbakemeldinger.

Timer

24

Course Code / Title

UPED600: Introduction to Teaching and Course Design

***Core Course

Goals and Content

In order to achieve the intended learning outcomes, the course will focus on two core questions: “What is learning?” and “What is good teaching?” To answer these questions, participants will consider different theoretical and empirical scholarship on teaching and learning, and critically reflect on their own experiences as teachers and as learners. The consideration of these questions is interwoven with practical guidance on course design.

Learning Outcomes

At the completion of the course, the participants will be able to:

Knowledge

• Identify and compare different theories of teaching and learning in higher education
• Evaluate what good teaching and instruction is, and explain how it relates to student learning

Skills

• Revise their courses and develop new course designs
• Communicate and discuss scholarship of teaching and learning (SoTL) values and practices

General Competencies

• Assess and provide feedback to other participants’ course designs
• Collaboratively discuss pedagogical questions and critically reflect on teaching practice

Teaching and Learning Methods

Course participants will spend approximately 12 hours in class and 12 hours outside of class working on course related tasks. In class, participants will engage in partner and group activities including discussions of scholarship on teaching and learning, writing texts and peer feedback, short presentations, or other engaged learning activities. There will be some short lectures or presentations from instructors on particular topics. Out of class, participants will read selected literature, engage in online discussions or other preparatory activities, complete tasks to revise or design a course that they will teach, and/or write reflective and critical analyses of scholarship and teaching practice.

Forms of Assessment

Participants must take part in engaged learning activities and prepare for classwork through reading, short writing activities, and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

Participants in the course will have two key assessments that they must produce:

• A revised or new course design including full or partial completion of course learning outcomes, teaching and learning activities, and assessments (3-4 pages)
• A critical, reflective paper which discusses decision making in the redesigned or new course (3-4 pages)

In addition to these two core assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, drafts of components of the course design, and peer feedback activities.

Hours

24

Emnekode / tittel

UPED601: Dokumentering og evaluering undervisningseffektivitet

***Kjerneemne

Mål og innhold

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

Kunnskaper

• Beskrive og utvikle komponentene i læringsporteføljen og UiBs forventninger om å dokumentere undervisningskompetanse og effektivitet

Ferdigheter

• Gi klare, konstruktive tilbakemeldinger om undervisning muntlig og skriftlig
• Skrive kort og tydelig om undervisningspraksis, tro og verdier
• Bruke portefølje- og fagfelleobservasjon av læringsprosesser for å identifisere områder innen læringsutvikling, kompetanse og interesse

Generell kompetanse

• Delta i målrettet reflektert skriving om ens arbeid som lærer
• Bidra til dialog med kolleger

Metoder for undervisning og læring

Kursdeltakere vil tilbringe omtrent 12 timer med undervisning (ansikt til ansikt eller online) og 24 timer utenfor klassen med å jobbe med kursrelaterte oppgaver. Klassetiden vil fokusere på ideutveksling, peer feedback, introduksjon av målrettede vitenskapelige og praktiske tekster for å fremme deltakernes prosjekter. Dette kurset vil være sterkt samarbeidende, og deltakernes arbeid i kurset vil fokusere både på hva de produserer hver for seg og hvordan de kan bidra til deres jevnalders læring. Det blir noen korte forelesninger eller presentasjoner fra instruktører.

Utenfor klassen vil deltakerne lese valgt litteratur, produsere skriftlig materiale (f.eks. Reflektert skriving om vurdering, undervisningsfilosofi), gjennomføre peer observasjonsaktiviteter og fullføre andre forberedende oppgaver.

Vurderingsformer

I emnet brukes følgende vurderingsformer:

Deltakerne i kurset vil ha tre vurderinger som de må produsere eller delta i:

• Utkast til undervisningsfilosofi og undervisningsportefølje
• Delta i prosesser for kollegaobservasjon i små grupper
• Skriv tilbakemeldingsbrev til en annen kollega
• 2 til 3 sider reflekterende skriving om vurderingsdesign og studentlæring

I tillegg til disse vurderingene, vil deltakerne delta i og produsere mange mindre, formative vurderingsformer - som deltakelse i diskusjoner, korte reflekterende skriveaktiviteter og utkast til komponent i undervisningsporteføljen.

Hours

36

Course Code / Title

UPED601: Documenting and Evaluating Teaching Effectiveness

***Core Course

Goals and Content

This course is comprised of three core areas of teaching development: reflective writing on teaching, peer evaluation and feedback on teaching, and refining assessment design for student learning. Participants will: work on writing or refining their teaching philosophy and creating a teaching portfolio, engage in peer observation of the teaching process, and analyze their understanding of student learning in one or more of their course assessments.

Learning Outcomes

At the completion of the course, the participants will be able to:

Knowledge

• Describe and develop the component parts of the teaching portfolio and UiB expectations of documenting teaching competence and effectiveness

Skills

• Become skillful at providing clear, constructive feedback on teaching orally and in writing
• Write succinctly and clearly about teaching practices, beliefs, and values
• Use portfolio and peer observation of teaching processes to identify areas of teaching development, expertise, and interest

General Competencies

• Engage in purposeful reflective writing on one’ s work as a teacher
• Contribute to collegial dialogue with peers

Teaching and Learning Methods

Course participants will spend approximately 12 hours in class (face to face or online) and 24 hours outside of class working on course related tasks. Class time will focus on peer exchange of ideas, peer feedback, introduction of purposeful scholarly and practical texts to advance participants’ projects. This course will be highly collaborative, and participants’ work in the course will focus both on what they produce individually and how they can contribute to their peers’ learning. There will be some short lectures or presentations from instructors.

Out of class, participants will read selected literature, produce written materials (e.g. reflective writing on assessment, teaching philosophy), undertake peer observation activities, and complete other preparatory tasks.

Forms of Assessment

Participants must take part in engaged learning activities and prepare for class work through reading, writing or organizational preparation and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

Participants in the course will have three assessments that they must produce or participate in:

• Draft of teaching philosophy statement and teaching portfolio
• Participation in small group peer observation processes
  • Write feedback letter to one or more colleagues.
• 2 to 3 pages reflective writing on assessment design and student learning.

In addition to these assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, and drafts of component of the teaching portfolio.

Hours

36

Course Code / Title

UPED602: Pedagogical Project

***Core Course

Goals and Content

The objective of the course is to design, develop, and present a course project, either individually or in a group of two or three, that is either a scholarship of teaching and learning (SoTL) research project or a teaching development project. The course content is self-directed and/or identified in conjunction with the participants to suit their specific projects. Although some general course materials are identified, most content will be specific to projects and is thus necessarily varied and unidentifiable in advance.

Learning Outcomes

At the completion of the course, the participants will be able to:

Knowledge

• Collect, analyze, and communicate information about their teaching practices and students’ learning in collegial settings in order to contribute to the quality of teaching in their department, the university, and their discipline
• Design, develop, and present a pedagogical project that analyzes or develops innovative teaching and learning practices in their discipline and demonstrates principles of the scholarship of teaching and learning

Skills

• Enact and disseminate scholarship of teaching and learning (SoTL) work
• Write succinctly and clearly about teaching practices, beliefs and values

General Competencies

• Assess and provide feedback to other participants’ projects

Teaching and Learning Methods

The teaching methods are primarily focused on the facilitation of peer feedback and providing direct feedback to participants in the design of their pedagogical projects. This course is highly dependent on self-direction and initiative in the development and completion of the participants’ projects. The course will include a small number of face-to-face meetings and a substantial amount of independent and group work.

Forms of Assessment

Participants must design, propose, undertake, and report on a pedagogical project (e.g., a scientific paper, poster, presentation, etc.) related to their own or their colleagues’ teaching.

The project will be completed in stages. Stages of the project will be interspersed with either course group meetings or meetings with the course instructors:

• At the onset of the course, participants will design and will share their project proposal for feedback and discussion.
• Participants will undertake their projects (alone or in small groups) in dialogue with course instructors.

Participants will produce a final report in the form of a paper, poster or other agreed upon (with the course instructor) medium to communicate the outcomes of their project to their peers. Participants will lead a final presentation on their project with course participants

Projects can be done alone or in groups of two or three. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

Hours

50

UPED652d Advanced Teaching in MittUiB: Student Interaction with Content and Each Other 

***Elective Course: Technology

This course is for instructors at UiB who would like to use Mitt UiB / Canvas to strengthen their courses and increase student engagement with the addition of more intentional interaction opportunities. 

The course will provide opportunities for participants to explore multiple approaches to employ interaction strategies through the use of online and blended learning. Participants will learn about best practices, develop course activities, receive feedback, and share their ideas and experiences with colleagues. Participants will develop learning materials and/or activities inside and outside of class sessions that address either specific content or a specific learning objective in their course(s) and that participants will give each other feedback on those materials in the sessions. 

• Determine the best online interaction approaches and strategies for their courses. 

• Follow established best practices for online interaction. 

• Create and deliver well-designed learning activities and content that are appropriately designed for fostering interaction. 

• Foster interaction between students, content, and the instructor, online and in the classroom. 

• Create and apply pedagogical strategies that enable students to become more active and engaged learners. 

• Establish a teaching practice anchored on the generation of knowledge rather than the consumption of knowledge. 

The course consists of a minimum of 15 hours of work, including two partial days of face-to-face teaching and additional online activities. Teaching and learning methods in the course will include the following: 

• Presentations  

• Discussions  

• Technical demonstrations 

• Hands-on practice 

• Individual projects  

Assignments will include the development, presentation, and justification of online course materials presented in and via Mitt UiB / Canvas. 

The course will use the following forms of assessment: 

• Developing and presenting course materials presented in and via Mitt UiB / Canvas. 

• Writing a reflective summary about the efficacy of web-based design for teaching in their discipline. 

UPED650: Online and Blended Learning 

***Elective Course, Educational Technology

This course is for instructors at UiB who would like to design and teach online or blended courses. “Blended” courses are courses where a significant amount of the teaching and learning occurs online, often to the extent that some of the face-to-face time is reduced, replaced by online activities. 

Content:  

The course will provide opportunities to explore multiple approaches to online and blended learning. Participants will learn about best practices, develop course materials and activities, receive feedback, and share their ideas and experiences with colleagues. Participants will develop learning materials and/or activities in the periods between training sessions that address either specific content or a specific learning objective in their course(s) and that participants will give each other feedback on those materials in the sessions. 

• Determine the optimal organization and delivery of course content and activities in the online learning environment 

• Follow established best practices for web-based presentation of content 

• Connect course content, activities, and assessments to specific learning outcomes of the course 

• Foster interaction between students, content, and the instructor online and in the classroom 

• Create and apply pedagogical strategies that enable students to become more active and engaged learners 

• Establish a teaching practice anchored on the generation of knowledge rather than the consumption of knowledge 

The course consists of a minimum of 30 hours of work, including two full days of face-to-face teaching and additional online activities. 

Teaching and learning methods in the course will include the following: 

• Presentations 

• Discussions 

• Technical demonstrations 

• Hands-on practice 

• Individual projects 

Participants will be expected to develop course materials outside class meetings and share them with the class. 

Participants have to attend minimum 80% of sessions and complete all assignments to receive credit. Assignments will include the development, presentation, and justification of online course materials presented in and via Mitt UiB / Canvas. 

The course will use the following forms of assessment: 

• Developing and presenting course materials and activities presented in and via Mitt UiB / Canvas. 

• Writing a reflective summary and response to a scholarly article about online or blended learning in their discipline. 

UPED672 Universal Design for Learning Instruction and Assessment 

***Elective Course, Equity and Accessibility

• will understand and apply UDL principles to instructional practice and assessment design 

• Will be able to design classroom activities guided by Universal Design for Learning principles (multiple means of engagement, expression & representation) 

• Will be able to design or redesign assessments to be more accessible 

• Will be able to identify barriers to access in one’s own and others’ courses and propose workable solutions 

• Will develop a working understanding of ableism and the social model or gap model of disability (and be able to apply these models in their teaching context.   

• Will improve their capacity to employ good accessibility practices in their teaching   

Teaching and Learning Methods 

Participants will be assessed on the basis of their work in three areas:  

• Attendance (in synchronous online and face to face meetings) and participation (in asychronous and synchronous online tasks and face to face classroom activities  

• Development of accessible teaching materials/lesson designs for one’s own courses  

• Including development of accessible MS office materials and simple digital resources (e.g. images or video)  

• Development of accessible assessments for one’s own courses 

• Analysis of teaching contexts through case study activities to identify both barriers to accessibility and pedagogical strategies to address these barriers  

UPED695 Project Management for Bachelor and Master Thesis Supervision 

***Elective Course 

• Apply and adapt the process model of supervising theses to their own supervised bachelor's and master's theses 

• Analyze your own understanding/style of supervision  

• Take the students’ perspective during the supervision process 

• Choose and apply tools and procedures for effective supervision  

• Clarify own expectations on supervision  

• Identifying care-intensive phases and developing possible options for action, especially in non-directive consulting 

• Listen actively and make use of communication enhancers  

• Reflect on discipline-specific peculiarities in working with students  

• Comprehend pedagogical research literature 

The course will use the following forms of assessment:  

In addition to attending the meetings and discussions, participants will read two scholarly works on supervision and pedagogy and complete two formative and one summative assignment related to supervision.   

• The first assignment is formulating clear expectations towards themselves, the students as well as the institutional context.   

• The second assignment is researching, reading and sharing a publication about a supervision-related topic  

• The third assignment is writing either a project plan for a supervision that is typical in their fields or working on grading criteria or rubrics to be used for future supervisions.