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UPED kursoversikt

Emnebeskrivelser og datoer 2024 høst

Her finner du emnebeskrivelser og datoer for alle UPED-kurs som blir holdt høstsemesteret 2024

Hovedinnhold

Kursene høsten 2024 er åpnet for påmelding i StudentWeb

Hva må jeg gjøre?

Hvis du vil ta emner i UPED-programmet, må du fullføre de følgende 6 trinnene for å melde deg opp:

  1. 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"
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.

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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

 

  • 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

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

 

  • 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

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

 

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

Instructors: Marie van der Kloet and Kenan Dikilitas

Three day course, 09:00-16:00 all days:

27. August,
11. September and

30. September

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

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

 

  • 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

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:
The primary objective of this course is to empower university educators at the University of Bergen to conceptualize, design, and implement applications of Large Language Models (LLMs) and Artificial Intelligence (AI), such as ChatGPT or Bing Chat, in their teaching practices. In fostering a critical perspective on their use, and by adopting a project-based approach complemented by academic readings and spaced across three meetings, participants will:

  • Gain hands-on experience with LLMs, especially ChatGPT and Bing Chat.
  • Develop and critically assess a use case or integration of LLMs in their teaching.
  • Implement their LLM-based tools or methods in their courses in the running semester.
  • Engage in iterative feedback, evaluation, and reflection on the ethical and pedagogical implications of LLMs

Content:
The course will comprise:

  • Introductory exposure and hands-on interaction with LLMs, especially ChatGPT and Bing Chat.
  • Guided brainstorming sessions to identify potential pedagogical applications.
  • Critical reading and discussions of key publications on LLMs.
  • Workshops to assist in the development, implementation, and assessment of participants’ teaching projects.
  • Peer review and critique sessions focused on the critical evaluation of integrating LLM to teaching.

Learning Outcomes

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

 

Knowledge

 

  • Understand the mechanics, potential, and criticisms of LLMs in their educational contexts.
  • Be familiar with academic discussions and debates surrounding LLMs in pedagogy.

 

Skills

 

  • Directly operate and integrate LLM use into their teaching materials or platforms.
  • Design and implement use cases that utilize LLMs, assessing their efficacy and implications based on real-world classroom experiences.
  • Analyze academic literature on LLMs and apply its insights to their pedagogical practices.

 

General Competencies: participants will develop:

 

  • Confidence in critically assessing, adapting, and including LLM tools in their live teaching scenarios.
  • An informed perspective on the ethical and pedagogical debates surrounding LLMs.
  • Collaborative skills in both development and critical discourse contexts.

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:

  • LLM Project Presentation: During the third meeting, participants will showcase their LLM integration or application, explaining its purpose, design, and real-world outcomes.
  • Teaching Implementation Report: A written reflection (4-5 pages) on their experiences of integrating the LLM into their courses, challenges faced, student feedback, and lessons learned.
  • Peer Feedback: Active participation in brainstorming, development, and feedback sessions, showcasing both practical and critical perspectives on LLMs in pedagogy.

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

Three half days:

29. October (09:00-11:00) 

5. November (09:00-12:00) 

12. November 09:00-11:00)

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

 

  • Apply and adapt the process model of supervising theses to their own supervised bachelor's and master's theses
  • Analyze your own understanding/style of supervision
  • Take the students’ perspective during the supervision process

 

Skills

 

  • Choose and apply tools and procedures for effective supervision
  • Clarify own expectations on supervision
  • Identifying care-intensive phases and developing possible options for action, especially in non-directive consulting

 

General Competencies

 

  • Listen actively and make use of communication enhancers
  • Reflect on discipline-specific peculiarities in working with students
  • Comprehend pedagogical research literature

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.  

  • The first assignment is formulating clear expectations towards themselves, the students as well as the institutional context.  
  • The second assignment is researching, reading and sharing a publication about a supervision-related topic
  • The third assignment is writing either a project plan for a supervision that is typical in their fields or working on grading criteria or rubrics to be used for future supervisions.

Hours

15