UPED854 Course design

Contents and structure

In this course, you will develop a conscious approach to how to design a course so that there is alignment between learning outcome descriptions, assessment, learning activities, students' and professional communities' prerequisites and framework conditions. To achieve this, you will develop or revise a course plan through the course.

The course plan will be based on theory of course design adapted to the HVL context and will be developed in collaboration with colleagues and students. In this way, the module is intended to contribute to further developing the professional community in various academic environments - primarily at the course level, but later also at the program level. Through such processes, it is facilitated that teachers can find increased motivation and joy in their own teaching, and further for more learning, meaningfulness and flow for students and for the organization.

The course is designed to ensure authentic learning and optimal application of the shared knowledge, skills and competence that the participants have developed through their participation.

Learning Outcome

Upon completion of the course, the student shall have achieved the following overall learning outcomes:

Knowledge

The student

• demonstrates knowledge of key principles in course design
• justifies the formulation of intended learning outcomes in light of their own context and relevant research
• discusses their own course design in relation to "HVL Learning Design".

Skills

The student

• formulates intended learning outcomes based on the recommended literature and the aims of the course
• develops or revises courses in accordance with "HVL Learning Design" in collaboration with colleagues and students
• identifies and applies relevant regulations and guidelines for course design

General Competence

The student

• demonstrates a reflective and conscious approach to course design and course revision
• designs or revises courses that are meaningful for students and that promote learning
• applies updated knowledge and skills in course design to strengthen the professional community within the academic environment and to support co-creation with students.

Entry requirements

None

Recommended previous knowledge

None

Teaching methods

Student active teaching and learning methods such as discussion, group work, presentations, course revision workshops, lectures, self-study and online learning methods.

Compulsory learning activities

The following mandatory learning activities must be approved in order for the student to be able to take the exam:

• Plan and conduct two subject revision workshops in your own professional environment and with your own students.
• Give three presentations during the seminars and give feedback on the presentations of other participants.
• In total 80% physical participation in seminars. 100% physical participation in seminar 3.

The obligatory assignments must be approved no later than 2 weeks before the exam. If an obligatory assignment is assessed as not approved, a reason must be given for this. Students who are not approved for an obligatory assignment will, as far as possible within the set deadlines, be given another attempt in the current semester.

Assessment

Written individual assignment.

The assignment must contain:

• A specific course plan
• A reflection text of 3000 words (+/-10%)

Grade scale: Pass/Fail.

If the assignment is not passed, it is possible to submit an improved version in the following semester.

Examination support material

All aids are allowed. For information about the use of artificial intelligence, read Submission of home exams and assignments.

More about examination support material