Educational Development Work

Entry requirements: higher education exam and courses in teaching and learning in higher education equivalent to 6 course credits
Level: advanced (second cycle)
Duration: 2 weeks (equivalent to 3 course credits)
Department: Division of Research and Educational Support
Course description revised: 2021-10-15

Aim

The overarching aim of this course is to plan, implement, evaluate, and report an educational development work on a scientific bases, as part of the development of your own academic teaching.

Learning outcomes

After completing the course, in addition to the general objectives in Chapter 1, Section 9 of the Swedish Higher Education Act for the second cycle, the participant should be able to:

• implement and report an educational development work, related to one’s own and others’ teaching experience and relevant educational and/or didactic research
• discuss educational theories and ideas in collaboration with colleagues from your own and other subject areas
• reflect on one’s own academic teaching

Content

During the course, the participant will carry through an educational development work. As a starting point, the participant will identify a relevant theme or a need within his or her own subject or department, or at the university level. The course includes planning, implementation, evaluation, and reporting.

Teaching and study forms

The course is based on the principle of active exchange of knowledge between teachers from all subject fields and thus presupposes participation in joint meetings as well as group meetings and supervision.

The course comprises a joint start-up meeting, a joint end meeting, at least two group meetings, supervision, and part-time studies that in total is equivalent to two weeks full-time studies. Course participants can influence the course scheduling.

During the course, the following study forms will be used:

• Webinars
• Work in study groups
• Individual assignments
• Presenting to others

Assessment and grading

The grades used for the course are Pass (G) and Fail (U). In order to get the grade Pass (G), the participant should have gained a pass from all the assessed course components and he or she should have also attended at all teaching sessions.

The course assessment is continuous and consists of the implementation and presentation of the pedagogical work.

Course literature

Please note that this list can be revised at the latest one months before the start of the course.

Booth S, & Woollacott LC (2018), On the constitution of SoTL: its domains and contexts. Higher Education 2018:75(3), 537-551.

Gordon, S. P. (2016), Expanding our horizons: Alternative approaches to practitioner research. Journal of Practitioner Research, 1(1), 1-18.

Jaldemark J., Lindqvist M.H., Mozelius P. (2019) Teachers’ Beliefs About Professional Development: Supporting Emerging Networked Practices in Higher Education. In: Littlejohn A., Jaldemark J., Vrieling-Teunter E., Nijland F. (eds), Networked Professional Learning. Research in Networked Learning. Springer, Cham, 147-164.

Larsson, M., Mårtensson , K., Price, L., & Roxå, T. (2020). Constructive friction? Charting the relation between educational research and the Scholarship of Teaching and Learning. Teaching & Learning Inquiry, 8(1), 61-75.

+ Literature of your own choice

Course Period

During 2023, the course can be taken in one semester or in one year, with course meetings

• Friday, February 24, 09:00 - 12:00
• Two meetings in study groups that the participants of the groups themselves schedule
• Friday, June 9, 09:00 - 12:00, respectively Friday, February 15, 09:00 - 12:00

Registration for this course is open until January 22.