Hjem
Program for universitetspedagogikk
UPED KURSOVERSIKT 2024 VÅR

Emnebeskrivelser og datoer 2024 vår

PÅMELDINGEN FOR VÅR 2024

Hovedinnhold

Nytt påmeldingssystem

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:

  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.
  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.

Klikk på fanene under for å se kursdager og emnebeskrivelser 

Introduksjonskurs/kjerneemner:

UPED600N Introduksjon til universitetsundervisning og kursdesign (norsk) 24 timer

14. mai og 21. ma (09:00-16:00 begge dager) 

Lucas Jeno

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

21. and 28. February (09:00-16:00 both days) 

Robert Gray and Isabela Pires Darcie

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

Kurset består av tre dager: 24. januar, 19. februar og 13. mars ( 09:00-16:00 alle dager)

Lucas Jeno og Robert Kordts

Emnekode / tittel

UPED601: Dokumentering og evaluering av undervisning

***Kjerneemne

Mål og innhold

Dette kurset består av tre kjerneområder for undervisningsutvikling: reflekterende skriving på undervisning, fagfellevurdering og tilbakemelding på undervisning, og revidering av vurderingsdesign for studentlæring. Deltakerne skal: arbeide med å skrive eller revidere sin undervisningsfilosofi og skape en undervisningsportefølje, engasjere seg i kollegaobservasjon av læringsprosessen og analysere deres forståelse av studentens læring i en eller flere av deres kursvurderinger.

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

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.

Timer

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

The course consists of three full days: 23. January, 6. February and 21. February (09:00-16:00)

Marie van der Kloet and Tatiana Ershova

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

DETTE KURSET ER FULLT VÅREN 2024

OBS: for å delta på UPED602 må man ha fullført både UPED600 og 601

Note: in order to attend to UPED602 you need to have completed both UPED600 and 601

Datoer/dates:

17. januar/January,

31. januar/January and

3. juni/June 

Robert Kordts and Gabriela Wale Soto

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

 

Valgfrie emner:

For å fullføre UPED trenger man (minst) ett kurs i hver av disse temaene:

  • Teknologi (Educational Technology): UPED65X
  • Veiledning (Supervision): UPED69X
  • Likhet og tilgjengelighet (Equitiy and Accessability): UPED67X

Emner merket ** teller som to enheter/emner.

UPED651 Producing Instructional Videos** (English) 30 hours
Field: Educational Technology

The course consists of three days: 12. February, 26. February and 11. March 

Robert Gray and Isabela Pires Darcie

Course Code / Title

UPED651: Making Instructional Videos

 

***Initially offered in Spring 2021

***Elective Course: Technology

Goals and Content

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

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

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

The course will explore and discuss the following topics:

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

Learning Outcomes

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

 

Knowledge

 

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

 

Skills

 

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

 

General Competencies

 

  • Enable students to become more active learners

Teaching and Learning Methods

Participants will develop their own materials, receive feedback from the instructor and other participants, and share ideas and experiences with their colleagues. It is expected that participants will develop learning materials in the periods between training sessions that address either specific content or a specific learning objective in their course(s) and that participants will give each other feedback on those materials in the sessions.

The teaching methods of the course will include

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

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

Forms of Assessment

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

In the course the following assessment forms will be used:

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

Hours

30

UPED652D Student Interaction with Content and Each Other (English) 15 hours
Field: Educational Technology

Two day course: 6. March and 20. March 

Robert Gray

Course Code / Title

UPED652d Advanced Teaching in MittUiB: Student Interaction with Content and Each Other

***Elective Course: Technology

Goals and Content

This course is for instructors at UiB who would like to use Mitt UiB / Canvas to strengthen their courses and increase student engagement with the addition of more intentional interaction opportunities.

The course will provide opportunities for participants to explore multiple approaches to employ interaction strategies through the use of online and blended learning. Participants will learn about best practices, develop course activities, receive feedback, and share their ideas and experiences with colleagues. Participants will develop learning materials and/or activities inside and outside of class sessions that address either specific content or a specific learning objective in their course(s) 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 online interaction approaches and strategies for their courses.
  • Follow established best practices for online interaction.

 

Skills

 

  • Create and deliver well-designed learning activities and content that are appropriately designed for fostering interaction.
  • 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 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 course materials outside class meetings and share them with the class.

Forms of Assessment

Assignments will include the development, presentation, and justification of online course materials presented in and via Mitt UiB / Canvas.

The course will use the following forms of assessment:

  • Developing and presenting course materials presented in and via Mitt UiB / Canvas.
  • Writing a reflective summary about the efficacy of web-based design for teaching in their discipline.

Hours

15

 

NEW COURSE: UPED659B Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning 15 hours 
Field: Educational Technology

THIS COURSE IS FULL SPRING 2024

Three day course:

19. January
23. February
24: May

Robert Kordts and David Grellscheid

Course Code / Title

UPED 659B: Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning

***Elective Course in 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 during spring 2024.
  • 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

 

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

Marie van der Kloet and Gabriela Wale Soto

Three days course: 

20. February
5. March
12. March 

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 

UPED674 The Politics of Curriculum (English) 15 hours
Field: Equity and Accessability

DETTE KURSET ER FULLT VÅREN 2024

Two day course: 18. April and 25. April 

Marie van der Kloet and Gabriela Wale Soto

Course Code / Title 

UPED674: The Politics of Curriculum 

***Elective Course 

 

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 


UPED695 Supervising Bachelor and Master Theses (English) 15 hours
Field: Supervision

DETTE KURSET ER FULLT VÅREN 2024

Two day course: 16. April and 30. April 

Robert Kordts and Tatiana Ershova

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