The course is not offered in 2023
Language, Admission requirements, Application deadline and Scope
The Introductory module must be started and preferably completed before you apply for the course
30 hours. Two full days and one half day
- Meetings: (attendance 80 percent)
- Target group: Experienced and newly employed academic staff, temporary and permanent.
Participants are allowed to use either Norwegian or English in the course.
We encourage participants to attend the course with a colleague from the same or similar discipline
Why choose this module?
This course is intended to provide academic staff with knowledge and opportunities to practice designing their courses, seminars or lab work in ways that engage students and stimulates participation. We use the concept of pedagogical design to provide a common vocabulary and an approach for creating course structures, activities and materials for student learning and participation. This course provides a solid basis for engaging in innovations in own teaching and in programme development, both expected from academic teaching staff. The course addresses challenges reported by teachers with motivating and engaging students in learning activities. We employ a framework called design-for-learning, which takes students' needs as the point of departure and combines teaching and learning activities, digital tools, and forms of assessment. In this course, participants will learn about different pedagogical models that help combine disciplinary contents, pedagogical and digital tools and forms of guidance. Different types of designs will be discussed and reflected upon, and the participants will be able to work hands-on with design tasks relevant for their teaching practice.
In this module we aim at
- Developing knowledge of how courses, seminars, other learning activities can be designed following pedagogical principles;
- Guiding teachers to develop and apply ideas, methods, tools for creating course/activity design that have potential to increase student participation and engagement;
- Achieving increasing coherence between learning goals, activities and assessment in a course/programme
Before each gathering, participants will be asked to engage with small tasks and read relevant literature. The three gatherings will be workshops combining mini-lectures and discussions with individual and group work on concrete design tasks based on participants’ needs.