The basic course in university and college pedagogy at OsloMet is a compulsory qualification offer that meets the minimum requirement for basic pedagogical competence for academic staff at universities and colleges. The course is primarily aimed at employees who teach at OsloMet, but who lack basic pedagogical competence.
About the course
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.
- 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
- National Academies of Sciences, Engineering, and Medicine. 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press.
- 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
- Damsa, C. et al. (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Oslo: NIFU og Institutt for pedagogikk, UiO
- 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. (2015). Teaching as design.Links to an external site. HERSDA Review of Higher Education, 2, 27-50
- Goodyear, P., & Dimitriadis, Y. (2013). In media res: reframing design for learning. Research in Learning Technology, 21.
- Healey, M. (2005). Linking Research and Teaching to Benefit Student Learning. Journal of Geography in Higher Education, 29(2), 183-201
- 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
- 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
- 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.
- 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
- 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
- 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
- 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
Application and admission
Please note that attendance at the first session is mandatory and will take place at a hotel. Applicants can choose to stay overnight or return the next day.
- 25-26 January. Soria Moria Hotel.
- 15-16 February. P46 PA124.
- 8-9 March. P46 PA124.
- 12-13 April. P46 PA124.
- 10-11 May. P46 PA124.
There is no course fee for employees at OsloMet.
For external participants, the course fee is 25,000 NOK
Important! The first meeting will be held at Soria Moria Hotel and requires accommodation. Participants - including OsloMet internals - who are registered, but who do not attend or do not use the agreed accommodation and meals at the hotel, or unsubscribe after the deadline, will be invoiced for the course package at the hotel.
The cancellation deadline for Spring 2023 is December 27th.
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.