Emnebeskrivelser og datoer 2024 høst
Her finner du emnebeskrivelser og datoer for alle UPED-kurs som blir holdt høstsemesteret 2024
Hovedinnhold
OBS: kursene høsten 2024 er ikke åpnet for påmelding i StudentWeb, vi håper det vil bli åpnet for registrering i slutten av april
Hva må jeg gjøre?
Hvis du vil ta emner i UPED-programmet, må du fullføre de følgende 6 trinnene for å melde deg opp:
- Du må søke om å bli deltaker i UPED-programmet via Søknadsweb. Bruk enten Feide- eller ID-porten til å logge deg inn. Hvis du er en ny internasjonal ansatt og ikke har fått tildelt noen av disse påloggingsmetodene ennå, ber vi deg kontakte UPED på uniped@uib.no for veiledning.
- Oppgi presis og oppdatert informasjon i søknaden (f.eks. nåværende stillingstittel). Dette brukes til å avgjøre om du er kvalifisert til å bli med i programmet.
- I Søknadsweb: velg "Studium Universitetspedagogikk, Søknadskode 5170"
- Etter at du har søkt om å delta i programmet, må du vente på godkjenning fra UPED-programadministratoren. Godkjenninger gis to ganger i uken. Det betyr at du kanskje må vente et par dager på at søknaden blir godkjent.
- Hvis du har ventet i mer enn 5 arbeidsdager på beskjed om du har fått plass på programmet eller ikke, eller du ikke har fått plass på programmet og har spørsmål i den forbindelse, kan du kontakte UPED på uniped@uib.no.
- Du vil få beskjed på e-post fra Søknadsweb når du er tatt opp i programmet.
- Mens du venter på godkjenning, kan du se informasjon om emnetilbud og datoer på UPED-nettsidene. UPED-nettsidene er det eneste stedet du kan finne oppdatert informasjon om emnene – denne informasjonen er ikke tilgjengelig i påmeldingssystemet.
- Etter at du har fått beskjed om opptak til programmet, må du gå til Studentweb og søke på emnene du ønsker å ta. Du må melde deg opp til hvert emne enkeltvis. Hvis du har registrert deg i Studentweb, har du fullført påmeldingen. Da får du ikke ytterligere bekreftelsesinformasjon fra Studentweb.
- Hvis du ikke er tilknyttet UiB, kan du melde deg på enkeltemner. Vi har ofte mulighet for å inkludere eksterne i programmet vårt. I unntakstilfeller kan det imidlertid hende at dette ikke er mulig på grunn av plassbegrensninger. Det kan dessverre også medføre at du får varsel i siste øyeblikk om at du ikke vil kunne bli med på det aktuelle emnet.
- Marker og blokker alle datoene for emner du er påmeldt, i kalenderen. Emnene kjøres vanligvis som halv- eller heldagsmøter med mindre annet er angitt, med betydelige arbeidsmengder før og mellom møtene. Ved eventuelle endringer i emnet, som endret dato/klokkeslett eller avlyste timer, mottar du informasjon om dette så snart som mulig.
- Rundt 1–3 uker før et emne begynner, mottar du en melding fra emneinstruktøren. Husk at mange av emnene våre krever forberedelsesarbeid før det første møtet, så det betyr vanligvis at du må komme raskt i gang. Meldingen fra instruktøren kan komme på e-post og/eller via kunngjøringer i Mitt UiB (Canvas), så sørg for at kontaktinformasjonen din og varslingsinnstillingene i Mitt UiB er oppdatert.
Hva om jeg trenger å ...
- … trekke meg fra et emne
- Hvis du må trekke deg fra et emne, må du melde deg av emnet i Studentweb. Mange av UPED-emnene er svært populære, så vi ber alle deltakere om å melde seg av emner så snart de vet at de ikke kan delta, slik at ledige plasser frigis til dem som trenger dem.
- … informere om og ta opp tilgjengelighets-/tilretteleggingsbehov for et UPED-emne
- Hvis du har tilgjengelighets-/tilretteleggingsbehov i forbindelse med et UPED-emne må du kontakte instruktøren for emnet direkte. Du finner kontaktinformasjonen deres sammen med emneinformasjonen på UPED-nettsidene.
- … stille spørsmål om et emne
- Hvis du har et spesifikt spørsmål om et emne, og du ikke finner det du lurer på på UPED-nettstedet, kan du kontakte instruktøren for emnet direkte. Du finner kontaktinformasjonen deres sammen med emneinformasjonen på UPED-nettsidene.
Generell informasjon om programregistrering:
- 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.
- Det kan være lurt å besøke siden med "Ofte stilte spørsmål" hvis du trenger mer informasjon om programmet eller programregistreringen.
Klikk på fanene under for å se kursdager, påmelding og emnebeskrivelser
Introduksjonskurs/kjerneemner:
UPED600N Introduksjon til universitetsundervisning og kursdesign (norsk) 24 timer
Undervisere: Isabela Pires Darcie og Cecilie Boge
Todagers kurs:
24. september (09.00-16.00) og
1. oktober (09:00-16:00)
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 |
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| Ferdigheter |
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| Generell kompetanse |
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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:
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 |
UPED600E Introduction to Teaching at University and Course Design (English) 24 hours
Instructors: Robert Gray and Tatiana Ershova
Two day course:
3. September (09:00-15:00) and
10. September (09:00-15:00)
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 |
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| Skills |
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| General Competencies |
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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:
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 |
UPED601N Dokumentering og evaluering av undervisningseffektivitet (norsk) 36 timer
OBS: man må ha fullført UPED600 før man kan ta UPED601
Undervisere: Robert Kordts og Isabela Pires Darcie
Tredagers kurs, 09.00-16.00 alle dager:
19. august,
18. september og
14. oktober
Emnekode / tittel | UPED601: Dokumentering og evaluering undervisningseffektivitet ***Kjerneemne |
Mål og innhold |
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Læringsmål | Etter å ha fullført emnet skal deltakerne kunne: |
Kunnskaper | |
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Ferdigheter | |
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Generell kompetanse | |
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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:
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 |
UPED601E Documenting and Evaluating Teaching Effectiveness (English) 36 hours
PLEASE NOTE: in order to attend UPED601 you have to have finished the UPED600 course
Instructors: Marie van der Kloet and Kenan Dikilitas
Three day course, 09:00-16:00 all days:
27. August,
11. September and
30. October
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 | |
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Skills | |
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General Competencies | |
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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:
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 |
UPED602 Pedagogisk prosjekt/Pedagogical Project (norsk/English) 50 timer/hours
OBS: for å delta på UPED602 må man ha fullført BÅDE UPED600 og UPED601
Note: in order to attend to UPED602 you need to have finished BOTH UPED600 and UPED601
Undervisere/Instructors: Robert Kordts, Kenan Dikilitas & Gabriela Wale Soto
Tredagers kurs/three day course
Datoer/dates:
16. august (09.00-13.00),
16. september (09.00-13.00) &
16. desember (09.00-16.00)
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 |
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| Skills |
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| General Competencies |
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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:
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 |
Valgfrie emner:
For å fullføre UPED trenger man (minst) ett kurs i hver av disse temaene:
- Teknologi (Educational Technology): UPED65X
- Likhet og tilgjengelighet (Equitiy and Accessability): UPED67X
- Veiledning (Supervision): UPED69X
Emner merket ** teller som to enheter/emner
UPED650 Online and Blended Learning (English) 30 hours
Field: Educational Technology
Instructors: Robert Gray and Kenan Dikilitas
Three days course:
12. September (09:00-15:00)
10. October (09:00-15:00)
14. November (09:00-13:00)
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, 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.
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 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
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.
Hours
30
UPED659 Creating Effective Discussions to Promote Learning (English) 15 hours
Field: Educational Technology
Instructors: Robert Gray and Tatiana Ershova
Two day course:
6. November (09:00-13:00)
20. November (09:00-13:00)
Course Code / Title
UPED659 Creating Effective Discussions to Promote Learning
***Elective Course in Educational Technology
Goals and Content
This course is for instructors at UiB who would like to enhance classroom engagement by designing effective classroom and online discussion opportunities. Class discussions can be utilized in seminar and lecture sessions, and their variety allows instructors to fit particular strategies to class needs. This flexibility stems largely from grounding in theories of social learning, which emphasizes knowledge and conceptual gain through peer-to-peer discussion and development. Moreover, this kind of dialogue can also facilitate better oral / speaking skills and creative thinking skills. When an instructor effectively facilitates rich discussion in class, their students are more apt to build upon the existing knowledge frameworks they continue to develop, and achieve better learning outcomes.
The course will provide opportunities to explore multiple approaches to online and classroom discussion. 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 outcome in their course(s) and that 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 best fit for online and classroom-based discussion.
Follow established best practices for designing specific discussion-based assignments
Skills
Connect course learning outcomes with discussion-based assignments.
Foster interaction between students and the instructor, both online and in the classroom.
General Competences
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 through dialog rather than the consumption of knowledge through passive learning.
Teaching and Learning Methods
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
Participants will be expected to develop discussion-based assignments 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 discussion-based assignments presented in and via Mitt UiB / Canvas.
Writing a reflective summary about the efficacy of discussion-based assessment in courses in their discipline.
Hours
15
UPED659B Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning 15 hours Field: Educational Technology
Instructors: Robert Kordts and David Grellscheid
Three day course, 13:00-16:00 all three days:
30. August
20. September
11. December
Course Code / Title | UPED 659B: Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning ***Elective Course in Educational Technology |
Goals and Content | Goals:
Content:
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Learning Outcomes | At the completion of the course, the participants will be able to: |
| Knowledge |
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| Skills |
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| General Competencies: participants will develop: |
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Teaching and Learning Methods | The course blends project-based learning with critical academic exploration over three meetings. Participants are introduced to LLMs, engage in critical readings based on assigned academic publications, and partake in brainstorming and workshop sessions. Between meetings, they will integrate LLMs into their teaching modules and gather feedback. The third meeting involves critical reflection and peer reviews based on their implementation experiences. |
Forms of Assessment | The course's assessment will reflect both the practical and critical components:
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Hours | 15 |
UPED674 The Politics of Curriculum (English) 15 hours
Field: Equity and Accessability
Instructors: Marie van der Kloet and Gabriela Wale Soto
Two day course:
19. September (09:00-15:00) and
02. October (09:00-12:00)
Course Code / Title
UPED674: The Politics of Curriculum
***Elective Course in Equity and Accessability
Goals and Content
UPED674 The Politics of Curriculum aims to develop knowledge and practice in participant’s study design, focusing on curriculum, or what students are supposed to learn. The course facilitates a process where each participant unpacks the stated and unstated requirement their course(s) have for students. Furthermore, the course offers perspectives from curriculum studies in education that help identify conditions for curricula and different aspects of curricular practice. Finally, the course engages with the process of developing and changing curricula in the Norwegian higher education system
Learning Outcomes
At the completion of the course, the participants will be able to:
Knowledge
Explain different aspects and levels of curriculum in higher education
Describe the relationship between written and hidden curriculum
Discuss the curricular tradition in one’s own discipline or field
Discuss how curricula in higher education are developed, maintained and changed across contexts
Analyze the decision-making power in curricular questions in one’s own field of study
Skills
Identify different aspects of curriculum
Identify hidden curriculum within ones’ field of expertise
Engage in curricular development processes
General Competencies
Perform curriculum analysis
Lead curriculum development
Teaching and Learning Methods
Introduction to key aspects of curriculum analysis
Analysis of curricula with attention to identifying hidden curriculum
Familiarizing ourselves with institutional requirements to curriculum development.
Exploring possibilities for curriculum development
Forms of Assessment
Assignments will include
• Identify different aspects of curriculum in your own field, including hidden curriculum.
• Explain the culture and practice of curricular development in your field
• Select and implement relevant curricular perspectives that could contribute to improving one of your own courses.
The course will use the following forms of assessment:
Written assignments
Hours
15
UPED676 Creating Accessible Teaching and Learning Materials (English) 15 hours
Field: Equity and Accessability
Instructors: Marie van der Kloet, Gabriela Wale Soto and Ellen Lien
Two day course:
4. October (09:00-13:00)
16. October (09:00-13:00)
Course Code / Title
UPED676: Creating Accessible Teaching and Learning Materials
***Elective Course in Equity and Accessability
Goals and Content
This course is focused on developing an understanding of the responsibilities that teachers in higher education have for providing accessible instruction and to develop skills to enable accessible teaching. Participants will work directly on producing accessible teaching materials through practical sessions and individual practice. The goal of the course is to learn how to design materials accessibly and to revise existing materials for increased access. Rather than see accessible teaching practices as unique, the goal of the course is to build these practices into the everyday work of teaching.
Learning Outcomes
At the completion of the course, the participants will be able to:
Knowledge
Evaluate one’s own and others’ teaching materials using best practices and knowledge about accessible and inclusive teaching practices to identify barriers in course materials
Understand current national context with regard to accessibility and teaching materials and implications for teaching practice
Skills
Select appropriate educational technologies for producing teaching materials
Engage in peer feedback on the creation of accessible teaching materials
General Competencies
Create accessible teaching materials in word and ppt (or relevant alternatives)
Create captioned instructional videos
Teaching and Learning Methods
The course will include reading scholarly and instructional text, participating in practical skill sessions, engaging in peer feedback on development of teaching materials and critical reflective practice on one’s own work. The course will typically be led in a blended or online format and may include guest presentations from experts in the field of accessibility.
Forms of Assessment
Assignments will include the development, presentation, and justification of assignments and supporting materials appropriate for...
The course will use the following forms of assessment:
Formative assessments will include: participation and feedback in practical sessions, peer feedback, instructor feedback, quizzes/surveys and discussion.
Final, summative assessments will likely include tasks such as:
Creating one’s own captioned course video, minimum of 8 minutes in length
Creating 2 accessible teaching materials (e.g. powerpoint slides, handouts or instructions for activities, assignment guidelines) (or revising existing materials for increased access)
Reflecting on one’s skill development (could be achieved through written reflective work, oral discussion or other formats as needed)
Engaging in peer feedback on instructional materials
Hours
15
ONLINE COURSE: UPED695 Supervising Bachelor and Master Theses (English) 15 hours
Field: Supervision
Instructors: Robert Kordts and Kenan Dikilitas
This course is fully online, two days:
04. October (09:00-13:00)
16. October (09:00-13:00)
Course Code / Title | UPED695: Supervising bachelor and master theses ***Elective Course: Supervision |
Goals and Content | This course is based on the idea that student theses are projects, both for the students and for the supervisors. In addition, the success of a thesis depends strongly on the cooperation between supervised students and supervising lecturers. The course therefore combines these two aspects and builds on a process model of supervision, in order to deal with the peculiarities of supervision in the individual phases of the process, as well as with the interpersonal aspects of care. Participants acquire practical knowledge about the communication of expectations and the conscious design of the supervision phases |
Learning Outcomes | At the completion of the course, the participants will be able to: |
| Knowledge |
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| Skills |
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| General Competencies |
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Teaching and Learning Methods | Course participants will spend approximately 6 hours in class and 9 hours outside of class working on course related tasks. Class time will focus on group discussions, individual work as well as presentations. Out of class, participants will read selected literature, produce materials, and complete preparatory tasks. |
Forms of Assessment | 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.
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Hours | 15 |
