Norwegian version

Teaching and Learning in Higher Education (UHPED)

Continuing education

This course in university and college pedagogy at OsloMet is designed to meet the minimum requirements in basic pedagogical competence for academic staff at universities and colleges.

  • Application and admission

    To apply for this course, all applicants must

    1. Fill out our online form (nettskjema.no)
    2. Apply via Søknadsweb (fsweb.no)*

    If we have not received required information about your position at OsloMet via the online form, your application will not be processed. 

    *The course is listed in Søknadsweb under “Post graduate programmes” at OsloMet.

    Application deadline: June 9.

    Admission criteria

    To qualify for this course, you must have some form of teaching responsibility. If you are not teaching students in the semester you apply, your application will not be considered.

    If the number of applicants exceed our capacity, OsloMet employees whose first language is not Norwegian are prioritized for admission. 

    Applicants are also selected on the basis of seniority and academic position.
     

  • About the course

    The pedagogy course Teaching and learning in higher education at OsloMet is offered every semester and taught in English every third semester. 

    The course is next offered in English: Fall semester 2024.

    The course description is available on our student websites (student.oslomet.no).

  • Course dates 2024

    • August 21-22
    • October 9-10
    • October 30-31
    • November 13-14
    • December 4-5

    Attendance on the first two course days, August 21-22, is mandatory. 

    Cancellation deadline: August 6.

  • 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.

  • 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 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 (fsweb.no) or downloaded from The diploma registry (Vitnemålsportalen.no). You will find more information about Transcripts and diplomas (student.oslomet.no) 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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