Course Descriptions and Dates 2026 spring

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

Course Code / Title

UPED601: Documenting and Evaluating Teaching Effectiveness

***Initially offered in Spring 2021

***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

***Initially offered in Fall 2021

***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

Course Code / Title

UPED651: Making Instructional Videos

***Elective Course: Technology

Goals and Content

Goals
The course aims to prepare instructors to create and publish short online videos to serve as part of their online or classroom instruction. It will provide opportunities for participants to create videos with a variety of easy-to-use tools and then make them available for students.

Content
The course content will look at some of the current research on best practices in instructional video production and use; however, the course will primarily be practically based, where participants will perform hands-on activities and take part in discussions about their own teaching practice.

The course will provide an opportunity to explore multiple possibilities, ranging from what constitutes good instruction, how to ensure the best production values possible, and integrate video into course activities.

The course will explore and discuss the following topics:

• The kinds of content that are most suitable for such presentations
• The mechanics of making good instructional videos
• New kinds of activities you can do in class because of time freed up by video content delivery

Learning Outcomes

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

Knowledge

• Determine the optimal design and delivery of instructional videos
• Follow established best practices for development of online instructional videos

Skills

• Supplement classroom teaching with well-chosen and well-produced online videos
• Evaluate the instructional effectiveness of videos

General Competencies

• Enable students to become more active learners

Teaching and Learning Methods

Participants will develop their own materials, receive feedback from the instructor and other participants, and share ideas and experiences with their colleagues. It is expected that participants will develop learning materials 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.

The teaching methods of the course will include

• lectures
• seminar-style discussions
• group and individual project
• technical demonstrations
• hands-on practice

Students will be expected to develop materials between class days and to present those in class.

Forms of Assessment

Assignments will include the development, presentation, and justification of video course materials presented in and via Mitt UiB / Canvas. The students will use content and/or materials from their own teaching/courses in the making of their own instructional videos. They will produce at least three short instructional videos for use in their courses.

In the course the following assessment forms will be used:

• the development of video course materials presented in and via Mitt UiB / Canvas and a video platform (e.g., Kaltura, YouTube, Vimeo, etc.).
• the presentation of video course materials presented in and via Mitt UiB / Canvas and a video platform (e.g., Kaltura, YouTube, Vimeo, etc.).
• the justification of and reflection on video course materials presented in and via Mitt UiB / Canvas and a video platform (e.g., Kaltura, YouTube, Vimeo, etc.).

Hours

30

Participants will be able to: 

• Define the concept of HyFlex and explain its rationale in higher education. 

• Identify institutional and pedagogical factors for adopting HyFlex. 

• Recognize benefits, challenges, and limitations of HyFlex implementations. 

• Explain ethical and pedagogical implications of using AI in education. 

Participants will be able to: 

• Design HyFlex learning practices aligned with learning outcomes, assessments, and engagement strategies. 

• Use AI tools for course design, content development, feedback, and evaluation. 

• Implement HyFlex teaching strategies across multiple participation modes (face-to-face, synchronous online, asynchronous). 

• Evaluate usefulness and effectiveness of HyFlex learning using qualitative and quantitative approaches. 

Participants will be able to: 

• Demonstrate adaptability, inclusivity, and digital literacy as teachers. 

• Reflect on their teaching practices and integrate feedback for continuous improvement. 

• Develop competence as Hyflex teachers who can teach in multiple modes of participation and delivery. 

The course consists of a minimum of 30 hours of work delivered in a HyFlex mode. Participants will choose their participation format: face-to-face, synchronous online, or asynchronous. 

Methods include: 

• Interactive workshops (conceptual basis for HyFlex course design). 

• Practical examples from other universities. 

• Peer collaboration and feedback activities. 

• Asynchronous digital learning resources, including the use of the HyCOMM Lab. 

The course will provide opportunities to experiment with a Hyflex approach to teaching and learning with a focus on what is Hyflex, how can we design such a course, how can GenAI help, and how can we manage the assessment of, for, and as learning in such a course? 

To receive credit, participants must: 

• Attend a minimum of 80% of synchronous sessions (or complete asynchronous equivalents) 

• Complete required assignments linked to modules. 

Assessments include: 

1. A 300-word reflection on the HyFlex course preparation process and product as well 

1. A (re)design of one of their courses as HyFlex, including GenAI-supported elements where applicable.  

• Will discuss, review and examine frameworks for inclusion 

• Review and compare how institutional documents and research on equity in higher education describe inclusion 

• Will be able to discuss and compare how inclusion and diversity have been written about in higher education contexts 

• Will be able to reflect and identify strategies for inclusion that respond to inequities experienced by marginalized groups in Norwegian higher education 

• Will be able to redesign or design inclusive teaching practices for one’s own teaching context 

• Will read, discuss and consider equity and accessiblity issues pertaining to Norwegian higher education   

• Will develop inclusive teaching plans specific to one’s own teaching  

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

• Research and critical reflective writing on inclusion in higher education   

• Inclusive Teaching Action Plan: development of specific plan for inclusive teaching for one areas of teaching (e.g. lesson plans, course, supervision, etc.)