Perspectives on learning
Perspectives on learning is a basic course in higher education pedagogy.
Who is this course for?
- For you who are or will be teaching students at the Medical faculty
- For you who are applying for a teaching position or to become a docent at the Medical Faculty
Entry requirements
None.
Aim
The aim of the course is to prepare the participants to, based on the current state of knowledge, plan and implement educational activities with favourable conditions for learning. The course also aims to provide participants with support and inspiration in their role as teachers and for the development of this role.
Scope and assessment
The course comprises 80 hours of work. In order to get a course certificate, attendance and active participation is required in all parts of the course, as well as a pass grade on course assignments. All course elements must be completed within two years from the start of the course.
On completion of the course, the participant shall be able to
- argue and explain choices of learning activities that agree with intended learning outcomes and knowledge about student learning based on pedagogical models and theories
- design a learning activity that enhances student learning, based on the intended learning outcomes for the activity, the context and research on learning
- reflect on their own role and development as a teacher in relation to the current state of knowledge
- analyse and discuss the role of supervisors based on existing frameworks and theories in the field of supervision
- with the support of research-based arguments discuss aspects of communication and feedback for student learning
- analyse and discuss educational issues related to the participant’s own teaching situation with the support of literature on learning in higher education.
Learning and teaching; communication and feedback; the teacher’s role; supervision of individual students and of small and large groups; learning outcomes and taxonomies; equal opportunities. The course is based on literature and research in the field of teaching and learning in higher education and has student learning in that context as its starting point. It includes and touches upon various models for perspectives on learning and how this affects teaching, evaluation, communication in education and feedback. The course is an introduction to research and development work within teaching and learning in higher education.
Different forms of teaching are used in the course, with the aim of generating personal experiences as a basis for reflection and discussion. One central starting point for the course is to continually highlight participants’ own reflections and experiences, both of learning and of teaching and being taught, and to discuss these in relation to the literature. Individual written assignments are produced, submitted, and assessed to meet the learning outcomes of the course. A larger assignment is carried out individually or in pairs.
Course dates spring 2024
| Date | Time |
|---|---|
| January 15 | 9 am - 4 pm |
| January 17 | 9 am - 12 pm |
| January 23 | 9 am - 12 pm |
| January 25 | 9 am - 12 pm |
| January 26 | 9 am - 12 pm |
| January 29 | 1 pm - 4:30 pm |
| February 1 | 1 pm - 4 pm |
| February 2 | 9 am - 12 pm |
| February 8 | 9 am - 11 pm |
In parallel with the scheduled days, the course participants work with reading and other preparations for course meetings, a major project, and feedback to other course participants. The individual project submission date is February 13 and the final assignment is due February 14. The course runs over 4 weeks, half-time, so the course participants are expected to put in about 20 hours of work per week, including the scheduled days. Before the last course meeting, the participants must have presented their project to colleagues at their home department or similar.
This course is given online and in English.
Application has closed.
Contact
Kajsa Lamm
Lecturer, MedCUL
kajsa [dot] lamm [at] med [dot] lu [dot] se