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Teaching and Learning in Higher Education 1: Basic Course (PIL101)

In 2023, PIL101 will be held as a series of modules. Read more about the transition to modules below!

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 – English Campus Course for PhD students at the Faculty of Science

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.

PIL101 in the form of modules in 2023

In 2023, the PIL unit will implement a pilot project where the course PIL101 is converted into modules. This has two purposes:

  • To offer participants increased flexibility to schedule PIL101 course work alongside teaching and research commitments.
  • Ultimately, to increase opportunities for PIL and individual faculties to be able to offer specialized modules based, for instance, on the needs of individual faculties.

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.

About the modules

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:

  • Introduction to Teaching and Learning in Higher Education
  • Legal Module
  • Microteaching
  • Lesson Plan

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.

About the future

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.

Module descriptions

Click on the module names to read more about the various modules:

  • Introduction to Teaching and Learning in Higher Education

    This module aims to provide a basic introduction to learning theories, teaching methods and student learning in higher education. The module provides the opportunity for the participant to develop their knowledge about the learning process and their capacity to support their student learning, as well as a reflective approach to their role as teacher. Discussions with peers and sharing experiences are central in this module.

    All in all, the module Introduction to Teaching and Learning in Higher Education is intended to provide a platform for more advanced study in teaching and learning in higher education in the subsequent modules. This module is therefore mandatory and must be completed before any other module.

    The module is divided into three sections. The first section deals with the history of teaching and learning in higher education and with the University of Gothenburg as an inclusive environment, along with the norms that dominate in the participants’ respective departments/faculties/workplaces. We explore how these can be understood historically, and what their effect is on who feels 'at home' as a student and teacher in the context. Aspects such as equal treatment and ethics are treated in the module with the teacher’s role as the starting point.

    The second section goes into more depth on learning theories and perspectives on learning. Starting from these learning theories, different ways in which researchers have conceptualised learning during different periods in history are discussed along with how traces of these different theories can be detected even in today’s teaching practice, both on campus and online.

    The third section goes into more depth on matters of learning and assessment as important and crucial components of higher education. In this section, we also discuss opportunities for designing assessment activities that not only measure but also have a positive impact on student learning.

    The module deals with the following objectives of the Association of Swedish Higher Education Institutions (SUHF) for qualifying courses in higher education pedagogy:

    • discuss and problematise student learning in the participant’s own subject area, on the basis of research in educational sciences and/or subject didactics of relevance for teaching in higher education,
    • make use of, and assist in the development of, physical and digital learning environments to promote learning for groups and for individuals,
    • interact with students in an inclusive manner and demonstrate knowledge of rules and regulations regarding students with disabilities and of available student support,
    • apply relevant national and local rules and regulations, and to discuss society’s objectives for higher education and the academic teaching role in terms of the participant’s own practice and students’ active participation in higher education,
    • reflect on their professional approach to academic teaching and their relationship with the students, and also towards the fundamental values of higher education, such as democracy, internationalisation, gender equality, equal opportunities and sustainability,
    • collect, analyse and communicate their own and others’ experiences of teaching and learning practices, and relevant outcomes of research, as a basis for the development of educational practice and of the academic profession.

    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.

    Time periods and schedules for modules in English

  • Microteaching

    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:

    • independently and jointly with others, plan, implement and evaluate teaching and assessment in higher education with a scientific, scholarly or artistic basis and within their own area of knowledge,
    • discuss and problematise student learning in the participant’s own subject area, on the basis of research in educational sciences and/or subject didactics of relevance for teaching in higher education,
    • reflect on their professional approach to academic teaching and their relationship with the students, and also towards the fundamental values of higher education, such as democracy, internationalisation, gender equality, equal opportunities and sustainability.

    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.

    Time periods and schedules for modules in English

  • Lesson Plan

    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:

    • discuss and problematise student learning in the participant’s own subject area, on the basis of research in educational sciences and/or subject didactics of relevance for teaching in higher education
    • independently and jointly with others, plan, implement and evaluate teaching and assessment in higher education with a scientific, scholarly or artistic basis and within their own area of knowledge
    • reflect on their professional approach to academic teaching and their relationship with the students, and also towards the fundamental values of higher education, such as democracy, internationalisation, gender equality, equal opportunities and sustainability

    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.

    Time periods and schedules for modules in English

     


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)

How to apply

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).

Questions?

If you have questions about the transition to modules, please contact the PIL unit: pil@gu.se


NFNF303 – English Campus Course for PhD students at the Faculty of Science

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

 

Course of studies

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

Fee for not using an allocated place

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

Page Manager: Olof Siverbo|Last update: 10/18/2022
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