Learning outcomes

The aim of the course is to introduce participants to basic approaches in higher education teaching and learning, and thus provide a pedagogical foundation on which to build. The overall goal is to
increase the participants’ ability to make well-founded teaching decisions that benefit the students’ learning.

Knowledge and understanding

On completion of the course, the student shall be able to:

• Describe and explain fundamental concepts of teaching and learning in higher education with particular focus on science studies.
• Account for national and local rules and regulations of relevance for higher education.

Competence and skills

On completion of the course, the student shall be able to:

• Discuss and problematise students’ learning in science as a field of knowledge based on theories in teaching and learning in higher education.
• Analyse learning outcomes, content, learning activities and forms of assessment, with focus on the students’ learning.
• Plan a teaching session in their own field of knowledge based on relevant theory and focusing on the students’ learning.
• Plan the use of physical and digital learning environments for the benefit of the students’ learning
• Plan to ensure that the students are approached in an inclusive manner
• Peer review others’ course assignments in a constructive manner.

Judgement and approach

On completion of the course, the student shall be able to:

• Reflect on their teaching role and relationship to students as well as examine and reflect on their own development in their role as lecturer, all based on their specific teaching situation.

Course content

The course is based on research and literature in higher education teaching and learning, as well as on relevant policies. The following overall themes are addressed during the course:

• Learning in higher education
• Teaching role
• Learning outcomes, forms of teaching and assessment
• Laws and regulations
• Physical and digital learning environments
• Equal opportunities, gender equality and diversity perspectives
• Reflective practice and development in the teaching role

Course design

The course consists of two segments, each segment lasting approximately one week. The first segment is made up of digital self-studies and course assignments. The second segment comprises scheduled face-to-face course sessions. The forms of teaching include:

• Lectures
• Discussions
• Seminars and workshops
• Individual planning of teaching components with digital elements
• Reflective assignments

Assessment

Formative assessment is based on:

• A) Digital multiple-choice exercises
• B) Active participation in discussions

Summative assessment anchored in the learning outcomes is based on:

• C) Individual presentation of planned teaching components with digital elements
• D) Individual written reflection on own teaching and learning
• E) Giving formative feedback on others’ course assignments, points C and D above

Grades

The grades awarded are Fail and Pass. A passing grade on all assessed components is required for a grade of Pass on the course.

Language of instruction

The course is conducted in English.

Entry requirements

The course is aimed at teaching staff and doctoral students with no previous training in teaching and learning.

Further information

To be admitted to the second part of the course, the student must have received a passing score on the digital multiple-choice exercises.

Credits for this course cannot be counted together with credits for NAMN005 and NMN003F (two different versions of the course Teaching and Learning in Higher Education – Theory and Practice).