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Program for universitetspedagogikk
UPED kursoversikt

Emnebeskrivelser

Her finner du emnebeskrivelser for alle UPED-kurs som blir holdt høsten 2020

Når du skal melde deg på emner:

  • Se på emnet og merk deg datoer/klokkeslett, undervisningsform (ansikt til ansikt, nettbasert, kombinert) og undervisningsspråk (norsk, engelsk)
  • De som er nye på programmet, må først melde seg på UPED600. Du kan om ønskelig melde deg på valgemner samtidig med at du melder deg på UPED600.
  • Vær oppmerksom på at emnene er åpne for alle ansatte og ph.d.-kandidater.
  • Vær oppmerksom på at alle emnene krever minst 80 % fremmøte til alle synkrone aktiviteter. Hvis du ikke er i stand til å oppfylle kravene til fremmøte, bør du ikke melde deg på undervisningen.
  • Se gjennom siden "Ofte stilte spørsmål" om programmet (gjelder spesielt ansatte i overgangen fra det gamle til det nye programmet).

Klikk på fanene under for å se kursdager, påmelding og emnebeskrivelser 

Emner merket ** teller som to enheter/emner og vil også telle som ett valgfritt emne i det gamle UPED-programmet for de som allerede har fullført den gamle "Basismodulen" og skal fullføre den pedagogiske basisopplæringen.

UPED600 Introduksjon til universitetsundervisning og kursdesign (norsk) 24 timer

14. & 21. September (09:00-16:00)

Dette kurset er fullt, men det er ledig plass på den engelske versjonen, se under.

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

UPED600 Introduction to Teaching at University and Course Design (English) 24 hours

4. and 11. September (09:00-16:00)

REGISTER HERE (registration deadline: friday 21. August)

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

 

Valgfrie emner:

UPED650  Online and Blended Learning** (English) 30 hours

30. September and 4. November (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED650: Online and Blended Learning

***Elective Course

Goals and Content

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 and replaced by online activities.

 

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). Participants will give each other feedback on those materials in the sessions.

Learning Outcomes

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

 

Knowledge

 

  • Determine the optimal organization and delivery of course content and activities in the online or blended learning environment.
  • Follow established best practices for web-based presentation of content.

 

Skills

 

  • 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.

 

General Competencies

 

  • 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.

Teaching and Learning Methods

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.

Forms of Assessment

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.

Hours

30

UPED652 Advanced Teaching in Mitt UiB: Assessment (English) 15 hours

3. November (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED652: Advanced Teaching in Mitt UiB: Assessment

***Elective Course

Goals and Content

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 digital assessment practices.

 

The course will provide opportunities for participants to explore multiple approaches to employ alternative and formative assessment 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). Participants will give each other feedback on those materials in the sessions.

Learning Outcomes

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

 

Knowledge

 

  • Select, design, and utilize a variety of formative and summative assessment forms that provide learning-enhancing feedback and are educative, authentic, and aligned with intended learning outcomes.
  • Interpret and use assessment results to improve student learning.

 

Skills

 

  • Create clear and detailed evaluation rubrics.
  • Build relevant, pedagogically sound digital assessment activities using the latest developments in online educational theories and technology.

 

General Competencies

 

  • Design and implement learning activities and assessments that are in alignment with course and program learning outcomes.
  • Integrate a variety of multimedia technology tools to develop authentic digital assessments.

Teaching and Learning Methods

The course consists of a minimum of 15 hours of work, including two half 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.

Forms of Assessment

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 assessment activities presented in and via Mitt UiB / Canvas.
  • Writing a reflective summary and response to a scholarly article about digital assessment in their discipline.

Hours

15

UPED654 Creative Uses of Media for Learning (English) 15 hours

19. and 26. October (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED654: Creative Uses of Media for Learning

***Elective Course

Goals and Content

This course will focus on how to effectively use multimedia materials (e.g. images, audio, video) to enhance teaching and learning in both presential and online environments. The course aims to equip participants with an active pedagogical strategy that can be incorporated into their ongoing teaching methods. Participants will engage in group activities and discussions that explore pedagogical uses of media in different disciplines and critically examine its function in various contexts. They will develop media-based activities that address the specific goals of their own courses and receive feedback from instructors and peers. The course will also explore issues pertaining to sources for media, copyright, and accessibility.

Learning Outcomes

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

 

Knowledge

 

  • Identify media formats and content that are appropriate for use in the classroom.
  • Reflect on accessibility and inclusion issues pertaining to media use and apply suitable measures to address these issues.

 

Skills

 

  • Design and implement media-based activities that promote student engagement and support the achievement of the course’s learning outcomes.
  • Foster student agency and creativity through the interaction with media content.

 

General Competencies

 

  • Follow copyright law and source materials from reliable outlets.
  • Critically evaluate and provide feedback to activities that involve uses of media.

Teaching and Learning Methods

This course will consist of 15 hours of work, to be divided between face-to-face teaching and independent work on course related tasks. The teaching and learning methods in this class will consist of short lectures, hands-on group activities such as analysis of media content and short presentations as well as group discussions about pedagogical uses of media and accessibility issues. For the independent work, participants will be expected to read the course literature, create a learning design journal with reflections and ideas about media usage in the classroom, and develop a short media-related activity for their own courses.

Forms of Assessment

Participants are also expected to complete all course assignments within the timeframe set by the instructors. Assignments will include the creation of a design journal and development of an activity.

 

The course will use the following forms of assessment:

 

  • Creating an online learning design journal with reflections and ideas about the readings and media usage in the classroom.
  • Developing a short activity using media for their own courses.

Hours

15

UPED655 Student-Response Systems (English) 15 hours

2. October (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED655: Student-Response Systems

***Elective Course

Goals and Content

While SRS have been connected to physical devices (i.e., “clickers”) that students must purchase, many newer SRS can be used through apps available on cellphones or through web browser extensions. In essence, Student Responses Systems (SRS) are used in classrooms (physical or online) to quickly collect responses or answers to questions from every student, and, if useful, to visually display a summary of these responses for in-depth conversations in class or later reflection. SRS help instructors enhance engagement and discussion among students, encouraging peers to work together while thinking through complex materials. They also allow for more structured collaborative learning approaches (e.g., team-based learning) that can enhance students’ preparation for class through group work and peer accountability. In this way, while SRS can help students to remember information and concepts, they are best employed through the application of course concepts to a variety of contexts and possible scenarios. In addition to understanding how to make informed decisions about which SRS would be right for you, the course will address concepts related to peer learning and ways to increase student accountability while providing them with more focused feedback.

 

We will explore and discuss the following questions:

 

  • What are Student Response Systems (SRS)?
  • How do you use them in a variety of contexts and disciplines?
  • How is a course that employs SRS on regular basis different from courses that are more traditional?
  • How can you evaluate the effectiveness of using SRS in your classes? How can you ensure that they are working with your students?

Learning Outcomes

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

 

Knowledge

 

  • Apply key principles and best practices of a learner-centered paradigm of student assessment.
  • Make informed and ongoing evaluations of various assessment methods.

 

Skills

 

  • Connect classroom activities and course content in order to facilitate in-depth and applied learning.
  • Build relevant, pedagogically sound digital assessment activities using contemporary educational technology.

 

General Competencies

 

  • Employ instructional strategies that enable students to become more engaged learners.

Teaching and Learning Methods

The course is designed to take place on a single day and will focus on the best practices for designing interactive discussions and assignments that employ SRS. The day will concentrate primarily on how SRS works, how SRS can be understood pedagogically through a variety of case studies, and how participants can model their own practices in order to use SRS in their classes.

 

The course will provide opportunities to explore multiple case studies that employ SRS. Participants will explore the research on best practices, develop course materials and activities, receive feedback on those materials, and share their ideas and experiences with colleagues. It is expected that participants will develop learning materials and/or activities in the periods between the training session and the assignment deadlines 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.

 

Participants are expected to develop a plan for more in-depth or specific uses of SRS and submit them electronically for feedback and credit. They are also expected to write a brief response/reflection on an article about the use of SRS in their discipline.

Forms of Assessment

Assignments will include the development of a plan for using SRS in a lesson in their course and writing a response to a scholarly article on the use of SRS.

 

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 the use of SRS in their discipline.

Hours

15

UPED660 Ph.d.-veiledning** (norsk) 30 hours

16. and 17. September (09:00-16:00)

PÅMELDING

Emnekode / tittel

UPED660: Ph.d.-veiledning

***Valgemne

Mål og innhold

Bidra til å styrke den enkelte faglig ansattes spisskompetanse innenfor primærveiledning av doktorgradskandidater. Gi deltakerne økt forståelse for forskjellige behov som kan henholdsvis fremme og hemme læring. Gi deltakerne en innføring i diverse tradisjoner og praksiser innen veiledning. Gi deltakerne økt innsikt i diverse praksiser som påvirker forholdet mellom veilederen og doktorgradskandidaten, og i hva som trengs for å sikre kandidatens fremdrift.

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

 

Kunnskaper

 

  • Beskrive noen sentrale læringsteorier.
  • Diskutere de viktigste tradisjonene og praksisene innen veiledning.
  • Beskrive forskjellige praksiser som har betydning for motivasjon og læring.

 

Ferdigheter

 

  • Identifisere mulige pedagogiske tolkninger og hindringer knyttet til eget fag og kandidatenes arbeid.
  • Hjelpe egne kandidater med å overvinne hindringer for læring og å fastsette mål.

 

Generell kompetanse

 

  • Være seg bevisst rollen som veileder og kunne identifisere og reagere hensiktsmessig på diverse utfordringer av relasjonell og profesjonell karakter.

Metoder for undervisning og læring

Emnet består av minimum 30 timers arbeid, tre dager inndelt i to økter hver (to dager på rad pluss en tredje dag senere) og arbeid i tidsrommet imellom. I de to øktene blir arbeidet organisert i form av:

 

  • Korte presentasjoner
  • Gruppediskusjoner basert på en sak
  • Bidrag fra deltakere, basert på utdelt materiale

 

I tidsrommet mellom den første og den andre økten skal deltakerne arbeide med et prosjekt. Detaljer om dette blir gitt i den første undervisningsøkten. Prosjektene skal presenteres og drøftes på det andre møtet.

 

Prosjektet kan være individuelt eller et samarbeid mellom opptil tre deltakere.

Vurderingsformer

I emnet brukes følgende vurderingsformer:

 

  • Prosjektforberedelse (individuelt eller i en gruppe)
  • Presentasjon og drøfting av prosjekt

Timer

30

UPED661a Special Topic on Assessing Student Learning I (E/N) 15 hours

20. October (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED661: Special Topic on Assessing Student Learning

***Elective Course

Goals and Content

This course is offered to instructors at UiB who are interested in new ways to assess and provide feedback to students, based on research. The course aims to work closely with participants’ own teaching by involving participants in the design and development of new feedback and assessment practices. There will be emphasis on feedback and assessment, using educational technology. Each version of this course will offer one of several potential topics, such as Rubrics, Self-assessment, or Classroom Assessment Techniques.

Learning Outcomes

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

 

Knowledge

 

  • Identify assessment criteria to be used and applied in their own teaching.
  • Reflect on characteristics of quality feedback and assessment.

 

Skills

 

  • Implement specific assessment and feedback tools in own teaching, e.g. rubrics.
  • Give feedback to students using educational technology.

 

General Competencies

 

  • Create new strategies to assess student learning in own teaching, based on research.
  • Appreciate the value of quality feedback and assessment for students’ learning.

Teaching and Learning Methods

The course consists of 15 hours of work, including one full day of face-to-face teaching and additional online activities. Teaching and learning methods in the course will include the following:

 

  • Presentations
  • Discussions
  • Individual development
  • Feedback and assessment

Forms of Assessment

The course will use the following forms of assessment:

 

  • Developing a feedback and assessment activity for use in own teaching.
  • Writing a reflective text explaining the relation between the developed feedback and assessment activity and learning.

Hours

15

UPED661B Special Topic on Assessing Student Learning II (E/N) 15 hours

22. October (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED661: Special Topic on Assessing Student Learning

***Elective Course

Goals and Content

This course is offered to instructors at UiB who are interested in new ways to assess and provide feedback to students, based on research. The course aims to work closely with participants’ own teaching by involving participants in the design and development of new feedback and assessment practices. There will be emphasis on feedback and assessment, using educational technology. Each version of this course will offer one of several potential topics, such as Rubrics, Self-assessment, or Classroom Assessment Techniques.

Learning Outcomes

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

 

Knowledge

 

  • Identify assessment criteria to be used and applied in their own teaching.
  • Reflect on characteristics of quality feedback and assessment.

 

Skills

 

  • Implement specific assessment and feedback tools in own teaching, e.g. rubrics.
  • Give feedback to students using educational technology.

 

General Competencies

 

  • Create new strategies to assess student learning in own teaching, based on research.
  • Appreciate the value of quality feedback and assessment for students’ learning.

Teaching and Learning Methods

The course consists of 15 hours of work, including one full day of face-to-face teaching and additional online activities. Teaching and learning methods in the course will include the following:

 

  • Presentations
  • Discussions
  • Individual development
  • Feedback and assessment

Forms of Assessment

The course will use the following forms of assessment:

 

  • Developing a feedback and assessment activity for use in own teaching.
  • Writing a reflective text explaining the relation between the developed feedback and assessment activity and learning.

Hours

15

UPED662 Using Peer Feedback to Enhance Learning (English) 15 hours

6. November (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED662: Using Peer Feedback to Enhance Learning

***Elective Course

Goals and Content

This course is for instructors at UiB who would like to employ peer assessment in their courses. Considered primarily as an approach to collaborative learning, peer assessment involves asking students to evaluate their peers’ work and have their work evaluated by peers. As formative assessment, peer assessment gives students feedback on the quality of their work with ideas and strategies for improvement. While this process of evaluating peers can provide direct assistance for students developing work individually or in groups, peer assessment can also enhance the evaluators’ understanding of their own learning development and sense of self-confidence. To this end, peer involvement centers the learning experience on students directing each other’s development. When used as an element of the grading process, peer assessment can give the instructor powerful insights into how students are developing a wider array of skills. While there are logistical challenges for implementing assignments that utilize peer assessment in large classes, this approach may nevertheless allow students to feel less anonymous even if the process is partially automated through the use of rubrics.

 

Regardless of class size or format, peer assessment techniques vary considerably and are often best understood through concrete examples. To give effective and useable feedback to fellow learners, students need to be able to practice this approach using guidelines as well as clear, unambiguous assessment criteria and approaches to scoring. In order to take full advantage of peer assessment, instructors should be prepared to discuss the value of peer assessment through these practice exercises.

 

We will explore and discuss the following questions:

 

  • What is peer assessment?
  • How do you employ peer assessment in a variety of modalities (traditional, blended, and online courses), course size, and disciplines?
  • How can you evaluate the effectiveness of using peer assessment in your classes?
  • How can you ensure that students see the legitimacy of this approach for their own learning and development while maintaining a respectful and inclusive mindset?

Learning Outcomes

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

 

Knowledge

 

  • Design, implement, and evaluate formative learning opportunities and feedback techniques that are authentic and aligned with intended learning outcomes.
  • Apply key principles of a learner-centered paradigm of student assessment.

 

Skills

 

  • Create clear and detailed evaluation rubrics.

 

General Competencies

 

  • Interpret and use assessment results to improve learning and course design.

Teaching and Learning Methods

The course consists of a minimum of 15 hours of work, including two half days of face-to-face teaching and additional online activities. The course will provide opportunities to explore multiple case studies that employ peer assessment. Participants will explore the research on best practices, develop course materials and activities, receive feedback on those materials, and share their ideas and experiences with colleagues.

Forms of Assessment

Assignments will include the development, presentation, and justification of assignments and supporting materials appropriate for peer assessment.

 

The course will use the following forms of assessment:

 

  • Developing and presenting course materials and activities appropriate for peer assessment.
  • Writing a reflective summary and response to a scholarly article about peer assessment in their discipline.

Hours

15


UPED671 Universal Design for Learning I: Classroom Practices (English) 15 hours

2. November (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED671: Universal Design for Learning: Classroom Practices

***Elective Course

Goals and Content

The course objective is to develop knowledge and understanding of the principles and practices of Universal Design for Learning and apply them to classroom teaching practices (both face to face and virtual classrooms).The content of the course is focused on texts that outline universal design principles and will use illustrative case studies to develop our abilities to identify and remove barriers in higher education teaching. This ability will further solidify our capacity to design our own teaching practices in ways that are accessible and inclusive.

Learning Outcomes

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

 

Knowledge

 

  • Understand and apply UDL principles to their classroom teaching.

 

Skills

 

  • Design classroom activities guided by Universal Design for Learning principles (multiple means of engagement, expression & representation).
  • Identify barriers to access in one’s own and others’ courses and propose workable solutions.

 

General Competencies

 

  • Develop a working understanding of ableism and the social model of disability (and be able to apply these models in their teaching content.
  • Improve their capacity to employ good accessibility practices when using Word, PowerPoint and other course materials.

Teaching and Learning Methods

This course will be designed as a blended course including both self-directed online activities including: reading scholarship, reviewing case studies and related discussion board questions and analysis, and development of classroom teaching practices for peer review. Face to face activities will include short lectures on UDL, ableism and accessibility in teaching and learning, peer activities focused on design of accessible and engaging teaching activities, and case study exercises. When face to face activities are not possible, these activities will be organized as video lectures, asynchronous individual tasks and synchronous small group activities.

Forms of Assessment

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 asynchronous and synchronous online tasks and face to face classroom activities).
  • Development of accessible teaching practices for one’s own courses, Including development of accessible MS office materials and simple digital resources (e.g. images or video).
  • Analysis of teaching contexts through case study activities to identify both barriers to accessibility and pedagogical strategies to address these barriers.

Hours

15

UPED680 Team-Based Learning** (English) 30 hours

1., 15. and 29. September (09:00-16:00)

REGISTER HERE

Course Code / Title

UPED680: Team-Based Learning

***Elective Course

Goals and Content

This course is for instructors/Postdocs/ PhD´s at UiB who would like to teach by using Team-Based Learning (TBL) as a teaching method. TBL is a teaching method with specific phases and steps that need to be followed in order to benefit from the method.

 

The course will provide opportunities to experience what a TBL session feels like. Participants will learn about the process of TBL and essential elements to running a successful TBL session. Participants will develop course materials needed for a TBL session. Participants will work in groups and give each other feedback on the material developed. Reading assignments will be given around the theoretical and practical propositions of TBL.

Learning Outcomes

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

 

Knowledge

 

  • Use appropriate criteria to create diverse teams (5-7 students) that equitably distribute student strengths across all teams.
  • Employ the Readiness Assurance Process to motivate students to come to class pre-pared and actively participate in class.
  • Select appropriate strategies for providing students with immediate and specific feedback.

 

Skills

 

  • Design appropriate application activities that adhere to the 4S framework (Significant Problem, Same problem, Specific choice, Simultaneous report).
  • Construct effective multiple-choice questions for the individual and team Readiness Assurance Tests.
  • Construct peer evaluation forms specific for their courses.

 

General Competencies

 

  • Evaluate the effectiveness of the teaching innovation and make appropriate adjustments where necessary to improve the course in the future.

Teaching and Learning Methods

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
  • Group projects

 

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

Forms of Assessment

Assignments will include the development, presentation, and justification of TBL course materials.

 

The course will use the following forms of assessment:

 

  • Developing and presenting TBL course materials and activities.
  • Writing a reflective summary and response to a scholarly article about TBL in their discipline.

Hours

30

UPED682 Interactive Teaching (English) 15 hours

2. September and 21. October

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Course Code / Title

UPED682: Interactive teaching

***Elective Course

Goals and Content

The interactive teaching module deals with designing, delivering and evaluating interactive lectures, using a mixture of theoretical knowledge on lecturing, observations of lectures and feedback.

 

The aim of the module is to contribute to quality of lectures and lecturing through development of the participants’ practical lecturing skills, theoretical knowledge on lecturing, and reflective practice around lecturing.

Learning Outcomes

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

 

Knowledge

 

  • Identify and discuss opportunities, strengths and weaknesses of lecturing, including the use of educational technologies.

 

Skills

 

  • Observe, analyze and discuss lectures including giving quality feedback to other participants’ lectures.
  • Design and deliver quality lectures and series of lectures, using knowledge about and research on lecturing as well as student learning.

 

General Competencies

 

  • Communicate own lecturing practice.

Teaching and Learning Methods

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

 

  • Presentations
  • Mini-lectures given by course participants
  • Discussions
  • Individual development
  • Feedback and assessment

Forms of Assessment

The course will use the following forms of assessment:

 

  • Delivering and evaluating a mini-lecture.
  • Individual lecture plan(s) with personal feedback.

 

Hours

15