In 2023, PIL101 will be held as a series of modules. Read more about the transition to modules below!
The autumn 2023 modules will open for applications on 19 April.
PIL101 offers an introduction to learning theories, teaching methods and student learning in higher education. PIL101 builds in particular on collegial learning – that is the exchange of ideas and experiences that participants bring from their own practice of teaching and learning in higher education. PIL101 further addresses some of the issues that shape higher education in Sweden, including questions of equality, ethics, and the rules and regulations governing university teachers’ work.
Please note: PIL101 is only offered to staff, to doctoral students and to applicants for docentship at the University of Gothenburg.
Scope: PIL101 comprises the equivalent of 3.5 weeks of full-time studies.
Prerequisites: You must have a Degree of Bachelor or equivalent.
Admission principle: We apply the admission principle "first come, first served", based on the time and date when a complete application is submitted.
NB: Those who belong to Sahlgrenska Academy (or the VG Region) also apply via this webpage.
NFNF303 is given as a traditional course (i.e. not as modules) in the spring of 2023. The course corresponds to and gives the same eligibility as PIL101. Read more about NFNF303 at the bottom of the page.
In 2023, the PIL unit will implement a pilot project where the course PIL101 is converted into modules. This has two purposes:
In the long term, the modular system will also be able to provide better opportunities for continuous pedagogical development based on specific needs and interests.
The modules all have different connections to SUHF's recommendations on general learning outcomes for the teaching qualifications required for employment as academic teacher (pdf). In the module descriptions (see below) we describe how each module connects to these learning outcomes. You will also find information on how many working hours each module requires.
In spring 2023, we offer four modules:
All participants start with the Introduction module. After completing the introduction, you can take the other three modules in the order that suits you best. You can choose whether you want to take the modules on campus or online. You can take them in either English or Swedish. You do not need to take all four modules during the same term.
As soon as all you have completed all four modules successfully, you have achieved the equivalent of a full PIL101 course and can apply for a certificate that confirms completion of PIL101.
NOTE I: You can take two or three modules at the same time, as long as no scheduled activities conflict. However, you must have completed Introduction to Teaching and Learning in Higher Education before starting any other module. Consequently, it is not possible to take the Introduction in parallel with any other module.
NOTE II: The modules are part of the university's staff development. All scheduled activities in all modules are mandatory and require attendance.
After the spring term 2023, we will start to expand the range of modules to include additional modules covering more specialized pedagogical interests. Participants will be able to replace some of the original four modules with these alternatives, provided they cover all required learning outcomes. Guidelines will be in place to support participants through the process.
Click on the module names to read more about the various modules:
The module Introduction to Teaching and Learning in Higher Education is designed as an introduction to the broad field of research into higher education teaching and learning.
Based on relevant literature as well as participants’ knowledge and experience as teachers, students, and researchers, this module is designed to encourage participants to develop their capacity to support student learning in their teaching practices.
As an introductory module, it is also designed to provide the grounds for more advanced studies in teaching and learning in higher education. For this reason, the module is mandatory and must be completed before any other module in the PIL101 series.
The module is divided into four interconnected parts. Part I introduces the history of teaching and learning in Swedish higher education, highlighting some of the institutional frames that shape teaching in different departments/faculties/workplaces.
Part II introduces different perspectives on learning in relation to current discussions of teaching and learning in higher education and today’s teaching practice, both on campus and online.
Part III introduces the notion of student learning environments and highlights issues related to equal treatment and equal participation in Swedish higher education. The module also provides opportunities to reflect on the less obvious ways in which our teaching choices might influence the ways in which students are (or feel) able to fully participate in their studies.
Part IV introduces the role of assessment for student learning. In this section, we also discuss opportunities for designing assessment activities that not only measure but also have a positive impact on student learning.
In connection with each part, the participants write logbook entries where they reflect on the content. The module ends with a final seminar where selected reflections from the logbooks are discussed.
The module relates to the following learning outcomes provided by the Association of Swedish Higher Education Institutions (SUHF) for qualifying courses in higher education pedagogy:
Time required in total: 60 hours
Length of course: About 8 weeks
Form of delivery: Lectures, seminars, group discussions
Reading list: Compulsory readings for all classes. The current reading list will be available on the web page Litteraturlistor för PIL-enhetens kurser / Reading lists for the PIL unit's courses no later than eight weeks before the module starts.
This module aims to give the participant an introduction to the system of rules that they must comply with in their teaching role at the University of Gothenburg. In addition to basic concepts concerning the law and legal certainty as they apply to higher education, the module also deals with which Acts, Ordinances and governing documents govern higher education institutions in Sweden and thus also the University of Gothenburg. Questions are discussed based on how higher education is organised, the formal structure of courses and study programmes, and the life cycle of a course.
In concrete terms, the module will provide an opportunity for discussions on key Acts and Ordinances such as Sweden’s Administrative Procedure Act, Sweden’s Higher Education Act and the Higher Education Ordinance including its Appendix 2 – System of Qualifications. The module also deals with government documents such as the procedure concerning disciplinary matters, rules governing studies and assessment/examination, and rules that govern course syllabuses. The regulatory framework governing official documents such as e-mail and what applies in terms of public access to, and the processing of documentation used in teaching will also be discussed.
The module deals with the following objectives of the Association of Swedish Higher Education Institutions (SUHF) for qualifying courses in higher education pedagogy:
Time required in total: 15 hours
Length of course: About 2 weeks
Form of delivery: Quiz, lecture, seminar and group discussions
Reading list: Compulsory readings for lecture/seminar
The Legal Module is held in English twice in the spring of 2023. In order to participate in the module's only meeting, you first need to complete self-studies that correspond to 12 hours. First, you must read the study compendium that describes what you will do. You then read the texts, policies and legal texts included in the preparatory work. You then complete a quiz where you need 8 points to be approved.
Afterwards, the meeting takes place. The meeting includes a lecture and group work around selected cases.
Dates and time:
The purpose of this module is to give participants the opportunity to translate their new and previously acquired knowledge about teaching and learning in higher education into practical skills. In this module, the participants plan, carry out, develop and evaluate a short oral mini lesson. This is done in groups and the participants decide on the form and content of the mini lesson. Mini lessons can be part of a laboratory exercise, an interactive lecture, or a seminar for example.
The mini lesson is a way of bringing into focus various didactic aspects of teaching in the physical or digital teaching space. This exercise gives participants the opportunity to identify an interesting or problematic aspect of the teaching and then find a solution while microteaching to a constructively critical audience. The module starts with an introduction to didactics. The mini lesson is then given and further developed in two stages using feedback from the other participants.
The module deals with the following objectives of the Association of Swedish Higher Education Institutions (SUHF) for qualifying courses in higher education pedagogy:
Time required in total: 25 hours
Length of course: About 4 weeks
Form of delivery: Lecture, mini lesson in two stages with associated peer feedback.
Reading list: Compulsory reading for the Introduction module. Otherwise, the participants choose their own readings based on their subject area and way of working.
The purpose of this module is to give participants the opportunity to further develop the design and planning of their teaching. The module will also give participants the opportunity to develop their capacity to justify their pedagogical decisions based on scholarly literature in the field and experience. The module is intended as an opportunity for the participants to plan, develop and justify a concrete lesson, such as a lecture, a laboratory exercise, or a seminar, from scratch.
In the lesson plan, the participants will describe in writing the purpose, content and potential pedagogical challenges of the lesson in relation to its specific teaching context. Based on the readings, participants’ own experiences, and their discussions with other participants in the module, they then choose appropriate learning activities and structures for their chosen lesson. The lesson plan will also contain a written justification of the participant's planning, which includes an account of the pedagogical decisions made and a reflection on the lesson plan as a whole.
The module deals with the following objectives of the Association of Swedish Higher Education Institutions (SUHF) for qualifying courses in higher education pedagogy:
Time required in total: 40 hours
Length of course: About 5 weeks
Form of delivery: Seminar, lesson plan in two stages with associated peer feedback.
Reading list: Participants choose their own readings based on their subject area and way of working.
For a quick overview over the modules and their respective time slots, see the following document:
Overview diagram of the modules (opens in new window)
When you fill in your application, you choose when you want to take the various modules. Information about which time periods you can choose from can be found in the module descriptions above. If you apply for several time periods for the same module, you can prioritize them in your application.
Before you apply, you need to have your participation approved by your head of department.
In order to apply, you need an x-account (which must be active throughout all the modules).
If you have questions about the transition to modules, please contact the PIL unit: pil@gu.se
This course, NFNF303, is especially aimed at PhD students at the Faculty of Science. The course corresponds to and gives the same eligibility as PIL's PIL101 courses. The course will focus on the teacher's role as a laboratory work supervisor, calculation exercise instructor and field assistant and is primarily aimed at those with little teaching experience. Together with other doctoral students, you will practice planning, implementing and analyzing your own teaching. Exchange of experience, research literature, higher education pedagogy and regulations / governing documents are also included.
The course is open for both Swedish-speaking and non-Swedish-speaking applicants. Persons at the Faculty of Science who are not PhD students can also apply for the course, but the seat will be subject to availability. If you are not a PhD student and have applied to the course you will be informed by 25 November if there is a seat for you on the course or not. The same applies to persons at other faculties.
Do you have any questions about the course? Please contact the course leader!
Course leader: Jonas Enger
Start date: 16 January
The rest of the course dates: See the schedule for NFNF303
We recommend you to take PIL101 before PIL102. To get admittance to PIL103, you must have passed both PIL101 (or HPE101) and PIL102 (or HPE102), or have qualifications assessed as equal by a faculty at the University of Gothenburg. Read more
An allocated place on any of our courses is offered for free, on condition that it is used. Read more about the fee for not using an allocated place
