Learning outcomes

After completing the studies, the participant is expected to
- be familiar with the central theoretical questions for university teaching and learning
- understand the role of learning objectives and assessment in teaching and curriculum design
- understand the idea of constructive alignment in teaching and be able to apply the idea in their own practice
- be able to support and supervise learning activities in flexible ways in various contexts of academic teaching
- identify personal and institutional goals in developing pedagogical expertise and practice

Contents

- learning in higher education: theories and practice
- constructive alignment: learning objectives, teaching methods and assessment promoting learning
- curriculum in higher education; research-teaching nexus
- teaching in higher education: lectures, supervisory processes and collaboration in online and traditional learning environments
- developing expertise in teaching

Teaching language

Finnish, English

Evaluation and evaluation criteria

Pass/fail.
Assessment of learning is carried out via various tasks during the course, as well as a practical developmental task and portfolio completed towards the end of the course. The assessment focuses on how the teacher recognizes and explicates his or her problem-solving activities in the developmental task and how the participant recognizes and explicates his or her learning and teaching approach or philosophy and identifies points for development.

Study materials

Biggs, J. & Tang, C. 2007. Teaching for quality learning at university: what the student does. 3rd edition. Available online at http://site.ebrary.com/lib/Tampere/docDetail.action?DocID=10229859

Hunt, L. & Chalmers, D. (eds) 2013. University teaching in focus. A learning-centred approach. London & New York: Routledge. Available online at http://www.tampere.eblib.com/patron/FullRecord.aspx?p=1092635