Norwegian version

Teaching and Learning in Higher Education (UHPED)

Continuing education

This course in university and college pedagogy at OsloMet is a qualification that meets the minimum requirement for basic pedagogical competence for academic staff at universities and colleges.

  • Application and admission

    The basic course in pedagogy at OsloMet is offered every semester, and taught in English every third semester.

    The next time this course will be offered in English is the autumn semester of 2024.

    OsloMet employees whose first language is not Norwegian are prioritized for admission should the number of applicants exceed the number of course capacity participants.

    If you want to be automatically notified when it is possible to apply, please contact the administration.

  • About the course

    You can read the English course description on our student websites (

    For information in Norwegian, please visit the Norwegian course website 

  • Curriculum

    Some changes might occur

    Readings for Seminar 1 – Student learning in higher education
    • Aditomo, A., Goodyear, P., Bliuc, A.-M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258
    • Baeten, M., Kyndt, E. Struyven, K. & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review 5, p. 342-260.
    • Børte, K., Nesje, K., & Lillejord, S. (2020). Barriers to student active learning in higher education. Teaching in Higher Education, 1-19
    • Damşa, C., & Lange, T. D. (2019). Student-centred learning environments in higher education. Uniped, 42(01), 9-26
    • Deslauriers, L., McCarty L.S.,, Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom, PNAS, 116(39), 19251–19257.
    • Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA (PNAS), 111(23), 8410–8415.
    • Jeong, H., & Hmelo-Silver, C. E. (2016). Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help. Educational Psychologist, 51(2), 247-265
    • Lillejord, S., Børte, K., Nesje, K. & Ruud, E. (2018). Learning and Teaching with Technology in Higher Education – A systematic review. Oslo: Kunnskapssenteret for utdanning
    • Rohrer, D & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies, Educational Researcher, 39(5), 406-412
    Readings for Seminar 2 – Designing teaching in higher education
    • Azer, S. A. (2005). Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teach,27(8), 676-681
    • Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75
    • Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977
    • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95.
    • Goodyear, P., & Dimitriadis, Y. (2013). In media res: reframing design for learning. Research in Learning Technology, 21.
    • Havnes, A., & Prøitz, T. S. (2016). Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning. Educational Assessment, Evaluation and Accountability, 28(3), 205-223.
    • Healey, M. (2005). Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education, 29(2), 183-201
    • Nerland, M., PrøItz, T. S., & NIFU. (2018). Pathways to quality in higher education: Case studies of educational practices in eight courses. NIFU & University of Oslo Report 2018: 3.
    • Northedge, A. (2003). Enabling participation in academic discourse. Teaching in Higher Education, 8(2), 169-180
    • Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem-based learning: what works and why. Med Educ, 45(8), 792-806
    Readings for Seminar 3 – Assessment and evaluation in higher education
    • Bloxham, S., den-Outer, B., Hudson, J., & Price, M. (2016). Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41(3), 466-481. 
    • Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43 (8), 1315-1325
    • Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1-14.
    • Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76. 
    • Hattie, J. & Timperley, H. (2007). The power of feedback, Review of Educational Research, 77(1), 81-112
    • Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540
    • Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218
    • Norton, L. (2010). Using assessment criteria as learning criteria: a case study in psychology. Assessment & Evaluation in Higher Education, 29(6), 687-702.
    • Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2019). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 1-12
    Readings for Seminar 4 – Forms of knowledge in professional education
    • Hermansen, H. (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism, 10(3), 1-21
    • Hontvedt, M., & Øvergård, K. I. (2020). Simulations at work—A framework for configuring simulation fidelity with training objectives. Computer Supported Cooperative Work (CSCW), 29(1), 85-113
    • Jensen, Karen; Nerland, Monika & Enqvist-Jensen, Cecilie (2015). Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education. ISSN 0018-1560
    • Kvernbekk, T. (2012). Argumentation in Theory and Practice: Gap or Equilibrium? Informal Logic, 32(3), 288-305
    • Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22(3), 205-226
    • Smeby, J. C., & Heggen, K. (2014). Coherence and the development of professional knowledge and skills. Journal of Education and Work, 27(1), 71-91
    Readings for Seminar 5 – Research supervision 
    • Hovden, J. F., & Mjøs, O. J. (2020). Research Director, Colleague, Schoolmaster? Preferred and Experienced Supervising Styles of PhD-Students at Four Faculties. Uniped, 43(03), 187-204
    • Dysthe, O., Samara, A., & Westrheim, K. (2006). Multivoiced supervision of Master’s students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31(3), 299-318
    • Lee, A. (2008) How are doctoral students supervised? Concepts of doctoral research supervision, Studies in Higher Education, 33:3, 267-281
    • Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), 581-593
    • Wichmann-Hansen, G., Thomsen, R., & Nordentoft, H. M. (2015). Challenges in Collective Academic Supervision: supervisors’ experiences from a Master Programme in Guidance and Counselling. Higher Education, 70(1), 19-33
  • Course dates 2023

    • 25-26 January. 
    • 15-16 February. P46 PA124.
    • 8-9 March. P46 PA124.
    • 12-13 April. P46 PA124.
    • 10-11 May. P46 PA124. 
  • Costs

    There is no course fee for OsloMet employees.

    For external participants, the course fee is 25,000 NOK

    The first meeting will be held at Soria Moria Hotel and requires accommodation. Registered participants that do not attend or  deregister after the deadline, will be invoiced for the course package at the hotel.

  • Course certificate

    In order to pass the course, participants must complete all compulsory assignments during the course. In addition to final submissions. Participation and submission of final assignments will be assessed as passed / failed.

    Participants who have completed and passed the course can obtain documentation of this themselves.

    Transcript of records can be ordered on Studentweb ( or downloaded from The diploma registry (Vitnemå You will find more information about Transcripts and diplomas ( on the student pages.

Questions about this course?

If you have questions about the admission requirements or application process, please contact the administration. 

If you have questions about the academic content or teaching of this course, please contact the course coordinators: 

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