1. Bachelor's degree (180 credits) or equivalent
2. The equivalent of English B, or English 6, in Swedish secondary school
No main field.
The aim of this course is to develop a wide frame of references when it comes to the conditions of university teaching and learning. The course aims to provide a basis for the development of teacher's didactic and pedagogical knowledge and skills. In addition to the course helps to create contact surfaces over organizational and academic frontier within the university.
This course introduces the Scholarship of Teaching and Learning (SoTL) and inquiry based educational development.
Another part of the course deals with the construction of courses and the ways learning outcomes, learning activities, assessment and evaluation, are linked in what is called "constructive alignment" to support students to achieve the learning outcomes.
Different learning activities such as lecture, seminar, the study group and how these can be related to content and learning outcomes are discussed. Part of the course is based on the students' beliefs about what makes a good teacher and different approaches to knowledge and learning are discussed. Further, the course will address the meeting between the instructor/teacher and student/student, individually and in groups in the perspective of a diverse student population.
After completing the course, the student should be able to:
- design a course or a course element that relates to the concept of constructive alignment.
- develop strategies to meet and benefit from diversity within student groups.
- relate your own teaching to relevant governing and policy documents.
- describe and argue for a course design based on scientific grounding and proven experience.
The studies take place both individually and in groups, and are based on peer feedback and review. Malmö University's learning platform as wel as third party tools are used and most of the course work will be online. Working methods vary between lectures, literature studies, seminars and discussions.
In an individual written exam, the student designs a plan for a course or a course module that describes and justifies the selections of learning objectives, working methods and forms of assessment.
Biggs, J. B. & Tang, C. (2007). Teaching for quality learning at university. What the student does. (Third edition). Maidenhead: Open University Press. (334 pages)
Elmgren, Maja & Henriksson, Ann-Sofie (2014). Academic teaching. 1. ed. Lund: Studentlitteratur (362 pages)
Kreber, C. (2002). Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching. Innovative Higher Education. Vol. 27, No. 1, 5–23.
Improving Teaching and Learning in Swedish Higher Education. A Student Centered Perspective. (2013). Stockholm: Sveriges förenade studentkårer (36 pages)
Avaialble on the internet:
Additional course material may be introduced in the course, but no more than 100 pages
The University provides students who participate in or who have completed a course with the opportunity to make known their experiences and viewpoints with regards to the course by completing a course evaluation administered by the University. The University will compile and summarize the results of course evaluations as well as informing participants of the results and any decisions relating to measures initiated in response to the course evaluations. The results will be made available to the students (HF 1:14).