Pedagogical Project HT23-VT24
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Full course description
Enrolment opens 2nd May 12:00.
Course dates and times: 6 September; 4 October; 1, 8, 15, 22 November (9:00-12:00) (+ three days Spring 2024) [Schedule in TimeEdit]
Course syllabus for CLS937 Pedagogical Project
Syllabus adopted 2022-06-22 by Jens Kabo, Diploma coordinator, EER, CLS
Grading scale: Satisfactory/not satisfactory
Education cycle: Second-cycle
Department: 62 – COMMUNICATION AND LEARNING IN SCIENCE
In course package
Diploma in Teaching and Learning in Higher Education
Senior lecturer Anders Johansson
Bachelor's degree, 180 higher education credits or equivalent.
B2 CEFR in English (https://www.coe.int/en/web/portfolio/self-assessment-grid)
Course specific prerequisites
CLS925 University Teaching and Learning or equivalent course.
The course Pedagogical Project aims to develop the ability to critically examine selected aspects of an educational practice from a pedagogical and scientific perspective. The pedagogical project should discuss a specific area in higher education.
Intended learning outcomes
After completion of the course the participant should be able to:
• describe some learning theories often used in teaching and learning
• analyze, from a pedagogical point of view, advantages and drawbacks regarding some common pedagogical approaches/methods in teaching and learning
• identify situations where certain pedagogical approaches/methods can be used to enhance the quality of teaching and learning
• assess properties of learning resources and select appropriate resources in relation to specific learning situations
• make a practical plan for implementation of certain pedagogical approaches/methods in order to create well-functioning learning situations
• implement the pedagogical approaches/methods in planned learning situation(s) in participant's own pedagogical practice (course, supervision, pedagogical development project, etc.)
• critically discuss issues, benefits and drawbacks regarding a variety of pedagogical approaches/methods in some learning situations
• critically reflect on and analyze situations and incidents from the participant's own teaching and supervisory practice and student learning, i.e. participant's own chosen pedagogical project designed to improve teaching and learning
• critically give feedback to other course participants’ pedagogical projects
The course highlights issues which can be used in higher education to develop and support teaching and learning. The course deals with questions relating to opportunities and challenges involved in using certain pedagogical approaches/methods to create effective and stimulating learning situations and environments. Participants carry out a pedagogical project – of their own choice – designed to improve teaching and learning during the course.
Issues that are highlighted during the course:
• Perspectives on teaching and learning
• Learning theories
• Sources for pedagogical literature
• Scholarship of teaching and learning
• Critical pedagogical reflection
• The planning, implementation, analysis, and reflection of a pedagogical project, which will be presented in written and oral form and discussed with other participants.
During the course, the course participants carry out a pedagogical project. The project is carried out over the whole year and should be implemented during the course. The project should be designed to improve teaching and learning. Course participants are required to discuss and present their pedagogical projects during the course together with course teachers and other course participants. The tutorials and seminars provide theoretical analysis and experience sharing.
In order to be able to implement the pedagogical project during the course, participants are advised to apply to the course as follows: Applicants that give courses in study period 2 or 3 are welcome to start the course in autumn. Applicants that give courses in study period 4 or 1 are welcome to start the course in spring.
The course participants may work individually or with others. Group projects will be expected to mirror the size of the group. Individuals in group projects must attach a short paper that critically reflects on their contribution to the group process.
See separate literature list.
Participants are examined in connection with the following types of course elements:
· Physical meetings and/or web-based course activities – where the course content, the course participants’ pedagogical development projects and the connection to their own teaching practice are discussed.
· Presentation of completed pedagogical projects where planning, justification of pedagogical approach and analysis shall relate to the learning objectives. The project shall fulfil the learning outcomes, the pedagogical project objectives and assessment criteria. It should be presented in the form of a report / paper and it should be discussed in the course.
If a student, who has failed the same examined component twice, wishes to change examiner before the next examination, a written application shall be sent to the department responsible for the course and shall be granted unless there are special reasons to the contrary (Chapter 6, Section 22 of Higher Education Ordinance).
In cases where a course has been discontinued or has undergone major changes, the student shall normally be guaranteed at least three examination occasions (including the ordinary examination) during a period of at least one year from the last time the course was given.