UPED kursoversikt

Emnebeskrivelser og datoer 2023 høst

Her finner du emnebeskrivelser og datoer for alle UPED-kurs som blir holdt høstsemesteret 2023

Hovedinnhold

Nytt påmeldingssystem

OBS: i juli vil det ikke bli tatt opptak på UPED-programmet. Svarbrev på eventuelle søknader vil komme i uke 31

Program for universitetspedagogikk skal ta i bruk et nytt påmeldingssystem for emner fra og med januar 2023. Systemet skal gjøre det enklere for deg å følge med på din egen deltakelse og gjennomføring av emner. Fra og med 18. november 2022 må deltakere som ønsker å ta UPED-emner, melde seg på programmet (via Søknadsweb). Etter opptak til programmet er det mulig å registrere seg for emne via Studentweb. Selv om overgangen til et nytt system krever litt ekstra arbeid nå, vil det på sikt gjøre programmet bedre organisert og mer brukervennlig for deltakerne våre. Takk for tålmodigheten mens vi gjennomfører denne endringen sammen!

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

Lucas Jeno og Cecilie Boge

Todagers kurs: 1. og 8. september (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
	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

UPED600E Introduction to Teaching at University and Course Design (English) 24 hours

Ole Eggers Bjælde, Robert Gray and Tatiana Ershova

Two day course: 24. and 27. October (kl 9:00-15:30)

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

UPED601N Dokumentering og evaluering av undervisningseffektivitet (norsk) 36 timer

OBS: man må ha fullført UPED600 før man kan ta UPED601

Lucas Jeno og Arild Raaheim

Tredagers kurs, 09.00-15.00 alle dager:

24. august,
7. september og
5. oktober

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

UPED601E Documenting and Evaluating Teaching Effectiveness (English) 36 hours

PLEASE NOTE: in order to attend UPED601 you have to have finished the UPED600 course

Robert Kordts, Marie van der Kloet and Isabela Pires Darcie

Three day course, 09:00-15:30 all days:

5. September,
26. September and
17. 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
	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

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

Robert Kordts & Arild Raaheim

Tredagers kurs/three days course

Datoer/dates:

21. august,
4. september &
15. desember

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

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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

UPED653 Creating Online Courses (norsk) 30 timer **

Robert Gray

Dette kurset vil være online via Zoom

Tredagers kurs:

13. September (9-12)
11. October (9-12)
8. November (9-12)

Valgfritt kurs i Teknologi

Kurskode/tittel	UPED653 Creating Online Courses – 30 timer - Norsk
Mål og innhold	I dette kurset skal deltakerne lære å produsere et asynkront eller blended nettkurs i Mitt UiB/Canvas, basert på noen suksesskriterier om hva som skaper et godt nettkurs. Et godt nettkurs kan bli et godt supplement til annen undervisning eller være helt frittstående. I kurset går deltakerne gjennom hvordan man produserer og drifter et nettkurs. Vi går gjennom de ulike fasene dette arbeidet består i: Administrative forhold Innholdsproduksjon Drift – inkludert evaluering/revidering Deltakerne skal i kurset bygge en modul i en sandkasse i Mitt UiB / Canvas, hvor man får veiledning underveis i produksjonen og som en sluttvurdering. Målet er at modulen skal kunne brukes i deltakerens egen undervisning på et senere tidspunkt. Innenfor innhold skal det produseres tekst, video, oppgaver og quizzer. Deltakeren må også reflektere over læringsutbyttebeskrivelser og hvordan kurset skal driftes, evalueres og revideres.
Læringsmål	Ved fullføring av kurset skal deltakerener kunne:
	Kunnskap:
	Kan forklare teorier og prinsipper for god læringsdesign og nettpedagogikk brukt i nettkurs og fleksible undervisningsformer Kan forklare muligheter og utfordringer med deling og gjenbruk av analogt og digitalt læringsinnhold
	Ferdigheter:
	Kan produsere og sette opp et nettkurs i valgt plattform Kan produsere ulike typer digitalt læringshold med spesielt fokus på videoproduksjon Kan søke etter og velge ut annet analogt og digitalt læringsinnhold for gjenbruk og videre bearbeiding, samt forholde seg til opphavsrett
	Generell kompetanse:
	Kunne ta begrunnede valg i forhold læringsdesign for produksjon av nettbaserte undervisning.
Undervisnings og læringsmetoder	Dette kurset er et asynkront nettkurs, med tre digitale synkrone samlinger. Kurset starter opp med tre timer online introduksjonsforelesning og presentasjon av læringsdesignet og oppgavene i kurset. Frem mot andre digitale synkrone samling skal studenten bygge opp et rammeverk for sitt nettkurs. På andre samling presenteres dette rammeverket og studenten får tilbakemelding fra medstudenter og veiledning fra faglærer. På tredje synkrone digitale samling skal studenten presentere sin ferdige nettkurs. Medstudenter vil gi tilbakemelding på presentasjonen. Alle prosjekter vil få individuell tilbakemelding av faglærer.
Vurderingsform	Selvrettende flervalgsoppgave knyttet til faglig innhold Produksjon av en modul i et nettkurs. Refleksjonsvideo Hva er målet med oppgaven? Du skal lage en av modulene i et nettkurs. Hva skal du gjøre? Modulen du produserer skal gjenspeile kunnskapen og ferdighetene du har fått i denne modulen.  INNLEVERINGEN SKJER I CANVAS SOM EN LENKE TIL FØRSTE SIDE I DIN MODUL i SANKASSEN!  Det du skal levere en ferdig produsert modul med læringsinnhold, tester og oppgaver. Du må ha variert innhold som kommuniserer godt det faglige innholdet i modulen. På siste side i modulen skal overskriften være refleksjonsvideo. Her skal du legge inn en refleksjonsvideo hvor du reflekterer over dine valg i utforming av læringsdesign og innhold i din modul. Hva er kriteriene for oppgaven? Modulen skal minimum inneholde: Introduksjonsside med læringsmål og forventet læringsutbytte, og med introduksjonsvideo til innholdet i modulen (hva skal deltakerne lære, hvorfor skal de lære dette, på hvilke måter skal de lære hvordan) Sider i modulen som inneholder fagstoff, og hvor det er brukt varierte teksttyper tilpasset faginnhold og formidling. Du skal ha gjort vurderinger om hva slags innhold du skal produsere selv og hva du vil gjenbruke fra andre. Vær oppmerksom på opphavsrettigheter. Noe av innholdet skal være egenprodusert (tekst og video). Tester - selvrettende tester med formative tilbakemeldinger underveis i modulen Obligatorisk slutt-test - denne er summativ. I denne testen kan du gjenbruke spørsmål fra de selvrettende testene i modulen, men uten formativ tilbakemelding.  Obligatorisk praktisk oppgave. Du skal lage minst en oppgave som dine deltakere skal levere inn. Her må du vurdere hva de skal "bevise" av kunnskap og ferdigheter, og sette opp vurderingskriterier slik at deltakerne vet hva de blir målt på. Oppgaven kan enten være praktisk (vise at man får til eller kan anvende) eller mer teoretisk (hvordan ville du forholdt deg til dette caset). Når det gjelder å produsere oppgaven må du tenke på at du lager en oppgave som ikke kan løses like greit gjennom en flervalgsoppgave. (forskjellen på "hva inneholder et grovbrød" - som kan være en flervalgsoppgave - og "du skal bake et grovbrød som oppfyller disse kravene", som vil være å vise i praksis at man har både kunnskap og ferdigheter - og at man kan gjøre noen vurderinger knyttet til produksjonen). Refleksjonsvideo: Du kan ta utgangspunkt i at faglærer har sett gjennom modulen din før de ser videoen. Du skal derfor konsentrere deg om hvorfor, og ikke hvordan. Videoen skal ikke være lengre enn 8 minutter. Videoen skal leveres som en innebygd (embedded) video på siste side i din modul, og siden skal ha overskriften "Refleksjonsvideo". I videoen skal du forklare hvorfor du har gjort valgene du har gjort i ditt læringsdesign og for innholdsproduksjon. Du skal kunne redegjøre for hvorfor noe innhold er som tekst og noe som video. Du skal kunne redegjøre for hvordan du vil arbeide med vurdering i modulen.  Du skal kunne redegjøre for hvilke refleksjoner du har gjort deg rundt oppgaven du ønsker deltakerne skal levere. Du kan gjerne ha en refleksjon over hva du synes var enkelt og vanskelig i produksjon av modulen. Hva kan jeg forvente meg etter at oppgaven er levert? Du kan i denne oppgaven forvente tilbakemeldinger fra veileder, enten i plenum eller individuelt.
Hours	30

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

Isabela Pires Darcie and Marie van der Kloet

Two day course:

17. and 28. November

Elective course in Educational Technology

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 to 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 devided 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	Assignments will include the development, presentation, and justification of assignments and supporting materials appropriate for... 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 (Norsk/English) 15 hours

Magnus Nohr

This course will be online via Zoom

One day course:

20. September (9-13)

Elective course in Educational Technology

Course Code / Title	UPED655: Student-Response Systems *Elective Course (Educational Technology)**
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

UPED659 Creating Effective Discussions to Promote Learning (English) 15 hours

Matthew Russell and Robert Gray

2. November (09:00-13:00)

Elective course in Educational Technology

UPED661a Special Topic on Assessing Student Learning I: Rubrics (English) 15 hours

Ole Eggers Bjælde and Isabela Pires Darcie

One day course: 25. October (11:00-16:00)

Course Code / Title	UPED661a: Special Topic on Assessing Student Learning I: Rubrics ***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. This version of the course will focus on Rubrics, which are a usefull tool for improving feedback, fairness, and efficiency in assessment tasks.
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

Robert Gray and Tatiana Ershova

One day course: 29. September

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	Participants have to attend minimum 80% of sessions and complete all assignments to receive credit. 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

UPED672 Universal Design for Learning: Instruction and Assessment (English) 30 hours **

Marie van der Kloet and Gabriela Wale Soto

Three days course:

19. September,
27. September and
3. October

Elective course in Equitiy and Accessability

Course Code / Title	UPED672 Universal Design for Learning Instruction and Assessment ***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 instruction and assessment. The content of the course is focused on texts that outline universal design principles and will use illustrative case studies focus on instruction and assessment 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
	will understand and apply UDL principles to instructional practice and assessment design
	Skills
	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
	General Competencies
	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	This course will be designed as a blended course including both self-directed online activities including: reading scholarship, watching videos, 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, design of accessible assessment practices 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 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
Hours	30

UPED678 The Hidden Curriculum (English) 15 hours

Gabriela Wale Soto, Matthew Russell and Marie van der Kloet

Two day course:

30. October and 1. November

Elective course in Equitiy and Accessability

Course Code / Title	UPED678: Hidden Curriculum ***Elective Course: Equity and Accessibility
Goals and Content	In this course, participants will work critically to think about the hidden curriculum in their disciplines and department. Participants will work with scholarly resources and popular media to learn about the concept of hidden curriculum. We will explore and discuss how the concept of a hidden curriculum can be useful for understanding how inequity is produced in teaching and learning contexts (courses, programs, universities). Although the hidden curriculum is discussed in many national contexts, we will think actively what hidden curriculum means in the context of teaching and learning in Norway. Further, we will consider and reflect on why the hidden curriculum is a useful construct for understanding inequity and for the development of inclusive teaching strategies aimed at uncovering the hidden curriculum.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Discuss and describe the concept of the hidden curriculum Reflect on how the hidden curriculum has been theorized in their discipline (broadly defined)
	Skills
	Analyse examples from one’s everyday teaching practices in order to identify what aspects of the hidden curriculum contribute to inequity and creates barriers to student learning Identify and create teaching plans that address inequities and barriers produced by hidden curriculums.
	General Competencies
	Read and discuss with scholarly literature related to the hidden curriculum Reflect critically, through discussion with peers and written assignments, on one’s teaching practice in order to identify areas for development in relation to equity Expand and strengthen their ability to understand and communicate about equity issues in higher education using language and concepts from scholarly research
Teaching and Learning Methods	This course primarily uses engaging teaching methods – participants can expect to engage in discussion of course texts, engage in short writing or reflective activities, work on case studies or sample problems, create short presentations and provide formative feedback to peers. This course includes required preparation tasks before the first course meeting.
Forms of Assessment	Participants will complete course assignments focused on applying the concept of the hidden curriculum to their teaching context and developing teaching plans focused on making visible and dismantling the hidden curriculum for students. Course assignments may be individual or completed in small groups. This course encourages participants to identify course assignment formats (e.g. presentation, paper, video, podcast, etc.) which connect with their teaching.
Hours	15

UPED687 Sustainability Across the Curriculum (English) 15 hours

Matthew Russell

One day course:

6. November

The course will explore a few case studies (from across the disciplinary/faculty spectrum), focusing on how instructors can enhance/further enhance their courses or teaching by adding elements related to environmental issues/sustainability. The course will focus on both skills that students can learn and content instructors can introduce. Among other frameworks, the course will explore UNESCO’s Sustainable Development Goals (https://sdgs.un.org/goals) and associated resources. This course will be a hands-on experience, allowing participants to quickly pivot into working on their own teaching or courses.

UPED688 Teaching Creativity/Creativity in Teaching (English) 15 hours

Ole Eggers Bjælde, Isabela Pires Darcie and Ingunn Ness

One day course:

26. October (09:00-15:00)

Course Code / Title	UPED688: Teaching Creativity / Creativity in Teaching ***Elective Course
Goals and Content	This course will focus on how to introduce deliberate creative thinking processes in teaching. The course aims to equip participants with creative thinking models that can be incorporated to their ongoing teaching methods. Participants will engage in group activities and discussions that explore creative thinking in teaching and learning as well as critically examine its function in different contexts. They will develop or redesign an activity that spurs creative thinking while addressing the specific goals of their own courses and receive feedback from instructors and peers.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Describe processes involved in creative thinking, according to the room of opportunity model Recognize the affordances for developing students’ creative skills in own teaching
	Skills
	Examine activities in own teaching from a creative knowledge creation framework Re-design activities in own course to spur creative thinking
	General Competencies
	Develop awareness of the importance of introducing deliberate creative thinking processes in teaching Have fun teaching own course
Teaching and Learning Methods	This course will consist of 15 hours of work, including approximately 8 hours of face-to-face teaching and 7 hours of independent work on course related tasks. The teaching and learning methods in this class will consist of short lectures, hands-on group activities, and short presentations, as well as group discussions about creative thinking in the classroom. For the independent work, participants will be expected to read the course literature, engage in the group activities, and develop or redesign a short activity aimed at spurring creative thinking for their own courses.
Forms of Assessment	Participants are required to attend at least 80% of class time. Participants will have to prepare for class by completing the required reading. Participants are also expected to complete all course assignments within the timeframe set by the instructors. Assignments will include the development of an activity for their own course and written reflections. The course will use the following forms of assessment: Developing or redesigning a short activity aimed at spurring creative thinking for their own course. Written reflections about how the models and frameworks presented in the course dialog with their individual context.
Hours	15

UPED691 Becoming a Supervisior: Community, Expertice, Dialogue (English) 15 hours

Robert Kordts and Tatiana Ershova

Two day course:

27. October and 3. November

Elective course: Supervision

Course description

This course focuses on learning about supervision through engagement with community expertise and dialogue. This course includes participation in two panel discussions and debrief conversations, practical and reflective written assignments, reading of literature on supervision and short preparation tasks for the course.

The panels are comprised of experienced supervisors from several disciplines at different institutions, including Universitetet i Bergen. Panel discussions will focus on key areas such as the development as a supervisor and supporting students who are struggling. Following the panel discussions, course participants will have short small group discussions on topics, questions or ideas. Attendance at both panel discussions and group discussions in their entirety is required to complete the course.

In addition to attending the panels and discussion sessions, participants will read scholarly works on supervision and pedagogy and complete short written assignments related to supervision. The first written assignment is the development of a Supervision Orientation Method for use at beginning of supervisory relationships. The second written assignment is a Supervision Statement (for use in a Teaching Portfolio). The third written assignment will be developed in conjunction with the panelists; there will be multiple options for the third assignment and course participants can select one to complete.

Course Learning Outcomes

Knowledge

Discuss the philosophies and strategies that drive and define their approach to supervising research
Develop plans for supervising candidates at Masters & PhD level

Skills

Examine problems related to a variety of issues around supervising research

General Competences

Reflect on personal experiences and observations to find new ways to improve practice

UPED694 Forskningsveiledning/ veiledning av ph.d. (norsk) 15 timer
Tema: veiledning

Arild Raaheim

Todagers kurs: 15. og 16. november (09:00-15:00 begge dager)

Valgfritt kurs: Veiledning

Kurskode/tittel	UPED694: Ph.d.-veiledning ***Valgfritt kurs
Mål og innhold	Økt bevissthet om ulike forhold som har betydning for relasjonen mellom veileder og Ph.d.-student, samt gjennomføring av doktorgradsutdanningen.
Læringsmål	Etter å ha fullført emnet skal deltakerne kunne:
	Kunnskaper
	Ha kunnskap om: rettigheter og plikter som gjelder for henholdsvis veileder og Ph.d.-student etikk og redelighet karriereplanlegging
Metoder for undervisning og læring	Litteraturstudier Korte presentasjoner Gruppediskusjoner Case
Vurderingsformer	80% tilstedeværelse
Hours	15

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UiB

23.10.2023

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Introduksjonskurs/kjerneemner:

UPED600N Introduksjon til universitetsundervisning og kursdesign (norsk) 24 timer

UPED600E Introduction to Teaching at University and Course Design (English) 24 hours

UPED601N Dokumentering og evaluering av undervisningseffektivitet (norsk) 36 timer

UPED601E Documenting and Evaluating Teaching Effectiveness (English) 36 hours

UPED602 Pedagogisk prosjekt/Pedagogical Project (norsk/English) 50 timer/hours

Valgfrie emner:

UPED653 Creating Online Courses (norsk) 30 timer **

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

UPED655 Student-Response Systems (Norsk/English) 15 hours

UPED659 Creating Effective Discussions to Promote Learning (English) 15 hours

UPED661a Special Topic on Assessing Student Learning I: Rubrics (English) 15 hours

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

UPED672 Universal Design for Learning: Instruction and Assessment (English) 30 hours **

UPED678 The Hidden Curriculum (English) 15 hours

UPED687 Sustainability Across the Curriculum (English) 15 hours

UPED688 Teaching Creativity/Creativity in Teaching (English) 15 hours

UPED691 Becoming a Supervisior: Community, Expertice, Dialogue (English) 15 hours

UPED694 Forskningsveiledning/ veiledning av ph.d. (norsk) 15 timerTema: veiledning

UPED694 Forskningsveiledning/ veiledning av ph.d. (norsk) 15 timer
Tema: veiledning