UHPED6010 Introduction to teaching and learning in higher education I Course description

Introduction to Teaching and Learning in Higher Education I is a course aimed at:

• academic staff at OsloMet employed in part-time positions of up to 80%
• academic staff at OsloMet with formal pedagogical qualifications, such as practical pedagogical education, or equivalent
• technical staff with teaching responsibilities

In this course, participants will acquire basic skills in the design, implementation, evaluation and development of teaching and supervision.

The course has a professions-oriented approach to teaching and learning in higher education, and the teaching activities are closely linked to participants’ own backgrounds and teaching practice. The course combines theoretical and research-based knowledge with practical approaches to teaching, learning and assessment. The course presupposes that participants have a high level of competence in the subjects they teach.

The course awards 5 ECTS credits and involves three two-day seminars, individual preparation prior to seminars in the form of literature studies and assignments, and peer mentoring.

The seminars consist of a combination of lectures, literature presentations, plenary and group discussions, and participant presentations. Participants are expected to take an active role in shaping the course content and learning activities.

Participants will also complete a peer mentoring process aimed at providing collegial support for developing teaching practices. The peer mentoring involves observing and providing feedback on each other’s teaching.

Participants who wish to earn 7.5 ECTS credits must additionally submit a pedagogical portfolio (teaching statement). Further information is provided in the course description for Introduction to Teaching and Learning in Higher Education II.

Upon successful completion of the course, the participant will have achieved the following learning outcomes in terms of knowledge, skills and general competence:

Knowledge

The participant can:

• select, justify and critically evaluate approaches to teaching, learning and assessment based on advanced knowledge of their own discipline, educational knowledge, and in-depth understanding of academic standards in higher education
• demonstrate knowledge of student learning in higher education and the relationships between teaching, learning and assessment
• demonstrate and apply knowledge of research -based education and the relationship between professional education and professional practice

Skills

The participant can:

• apply a range of student-active teaching methods
• collaborate with colleagues to develop teaching practices

General competence

The participant can:

• apply research-based knowledge of teaching, learning and assessment in their own teaching
• demonstrate educational competence
• engage students as a resource in teaching and learning

The course consists of the following components:

1. Teaching and learning in higher educationThis theme includes research-based knowledge of learning and teaching, course design, different teaching formats, collaborative learning, the use of digital tools and artificial intelligence in teaching, and teacher roles.
2. AssessmentThis theme includes academic standards, formative and summative assessment, peer assessment, feedback, and student evaluation of education.

The course combines research-based lectures with practical work on teaching-related tasks. The seminars include presentations, literature discussions, plenary and group discussions, and participant presentations. Participants are expected to take an active role in shaping the course content and learning activities.

Learning is supported through assignments before each seminar, active participation during seminars, and peer feedback on each other’s work.

Peer mentoring of teaching

All participants will be assigned to a peer mentoring group of 4-5 participants. Throughout the semester, group members will observe and provide feedback to each other’s teaching sessions.

Peer mentoring is a core practical component of the course, and group members are expected to participate in all teaching and mentoring sessions.

Prior to each seminar, participants must complete 1–3 assignments, which are submitted via Canvas by specified deadlines. These assignments form the basis for substantial parts of the seminar activities. Detailed information about each assignment is published on Canvas.

To pass the course, participants must have attended at least five of the six course days, submitted all preparatory assignments, and participated in peer mentoring. Absence from a seminar does not exempt participants from completing the associated assignments.

Participants are awarded 5 ECTS upon the successful completion of the course, which includes the required seminar participation, peer mentoring and completion of all mandatory assignments.

This course has no final examination.

Aids allowed in exams and assessments

All.

New/postponed examination:

The students’ rights and duties in the event of new/postponed examination are described in the Regulations relating to studies and examinations at OsloMet – Oslo Metropolitan University.

Right to appeal

Students may appeal their grade and formal errors in accordance with Lov om universiteter og høyskoler and Regulations relating to studies and examinations at OsloMet – Oslo Metropolitan University.

Grading scale

Passed/failed

Examination scheme.

The exam will be assessed by two internal examiners. The project report and the portfolio will be graded as passed or failed. In order to pass the exam, all obligatory assignments must be completed.

The course is open to:

• academic staff at OsloMet employed in part-time positions of up to 80%
• academic staff at OsloMet with formal pedagogical qualifications, such as practical pedagogical education, or equivalent
• technical staff with teaching responsibilities