Expected learning outcomes
After fulfilled coursework requirements the candidates are expected to have acquired the following competencies:
- About the interconnectedness of teaching and learning
- About how curricula and syllabi are best developed and how supervision, counseling and assessment are linked to the educational goals of a course or line of study
- About the overall ideas and meaning of higher education in society, how students are equipped for their future tasks and lives, as well as the ethical underpinnings of the academic activity
- About ways to find out where and how to develop the teaching and learning environment in the faculty
- About relevant educational technologies and their appropriate use
- The candidates will be able to teach, supervise and counsel with colleagues on their teaching
- The candidates will be able to find relevant educational knowledge to identify and solve practical and theoretical problems.
- The candidates will be able to document their educational practice and philosophy in varied ways and reflect on how they are interrelated in their own context.
- The candidates will acknowledge the importance of a high quality of teaching and learning for the student, for the institution as well as for the society at large
- The candidates will be able to pose relevant questions to the ethics and values underpinning the subjects they teach and be keen to investigate the relevance for society at large.
- The candidates will find it relevant to collaborate with colleagues across subjects in order to improve the quality of teaching and learning
Since the introduction of the Quality Reform in 2003, new principles of teaching and learning have been introduced. The need for a more learner centered approach in instruction, supervision and assessment raises the demand for educational competencies for teachers in higher education. The network for teaching and learning in higher education for the colleges in the Inner Norway was established to provide the initial course for newly appointed faculty. The course is obligatory unless similar qualifications have been obtain elsewhere. The course also invites faculty with a need for upgrading and further education.
The course focuses on four themes that give overview of the fundamental questions regarding the theory and practice of teaching and learning in higher education.
- The educational philosophy of higher education
- Planning, teaching, supervision and assessment of teaching and learning
- Educational use of ICT
- Professional development of teachers in higher education
The course is taught mainly in five sets of two days seminars. Each seminar requires course work, which gradually builds the competencies of the candidates.
PBL (Problem Based Learning)
Teaching Methods (additional text)
The course is taught in a series of two day seminars. The seminars offer lectures, discussions, groupwork, exercises and production of educational material of various characters. In the last part of the course a smaller Research and Development task is required
Form(s) of Assessment
Oral exam, individually
Form(s) of Assessment (additional text)
- A reflection note describing and analyzing the learning process of the participant.
- In addition to this there will be an oral exam.
Each theme finishes with the handing in of a specified assignment. Each assignment has to be accepted before a course certificate can be issued. The three first assignments are produced individually and are assessed subsequently. The fourth and completing assignment is produced with fellow students on the course.
Pettersen, R. C. (2005).Kvalitetslæring i høgere utdanning. Oslo: Universitetsforlaget
Strømsø, H. Lycke, K. H. og Lauvås P. (2006). Når læring er det viktigste. Oslo: Cappelen Akademisk Forlag
Tveiten, Sissel (2008)Veiledning - mer enn ord. Bergen: Fagbokforlag.
Only the staff from Gjøvik University College will be permitted to take the course.