Educational Development Work

Educational development work is part of the package of qualifying courses in teaching and learning in higher education. To take the course you need at least 6 credits in teaching and learning in higher education. An important prerequisite to assimilate the course content is that you are teaching.

Entry requirements: higher education exam and courses in teaching and learning in higher education equivalent to 6 course credits
Level: advanced (second cycle)
Duration: 2 weeks (equivalent to 3 course credits)
Department: Division of Research and Educational Support
Course description revised: 2024-09-18

Aim

The aim of this course is for the participant to plan, design, and evaluate an educational development project based on scientific principles, as part of the development of their own academic teaching skills.

Learning outcomes

After completing the course, in addition to the general objectives in Chapter 1, Section 9 of the Swedish Higher Education Act for the second cycle, the participant should be able to:

plan, design, and evaluate a pedagogical development project, related to one’s own and others’ experiences as well as relevant educational science and/or subject didactic research
discuss one’s own pedagogical development work based on relevant pedagogical theories and ideas in collaboration with colleagues from one’s own and other subject areas
reflect on one’s own academic teaching based on the pedagogical development work.

Content

During the course, a pedagogical development project is planned, designed, and evaluated, where the course participant addresses a development need in their own teaching environment. This may involve needs identified by the teacher within their subject, their department, or at the institution as a whole.

Teaching and study forms

The course is based on the principle of active exchange of knowledge between teachers from all subject fields and thus presupposes participation in joint meetings as well as group meetings with supervision.

The course comprises a joint start-up meeting, a joint end meeting, two group meetings and part-time studies that in total is equivalent to two weeks full-time studies. Course participants can influence the course scheduling.

During the course, the following study forms will be used:

Webinars
Group study tutorials
Individual assignments
Seminar presentations

Assessment and grading

The course is graded either Pass (G) or Fail (U). For the grade Passed, all examinations of the course must be passed (including active participation in the opening and closing meeting of the course).

The examination on the course is continuous and consists of the pedagogical development work being carried out, discussed and reported.

Course literature

Please note that this list can be revised at the latest one months before the start of the course.

Ashwin, P. (2022) Understanding educational development in terms of the collective creation of socially-just curricula, Teaching in Higher Education, 27:8, 979-991,

Booth S, & Woollacott L.C. (2018), On the constitution of SoTL: its domains and contexts. Higher Education 2018:75(3), 537–551. Sökbar som öppen resurs!

Gordon, S. P. (2016), Expanding our horizons: Alternative approaches to practitioner research. Journal of Practitioner Research, 1(1), 1–18. Sökbar som öppen resurs!

Jaldemark J., Lindqvist M.H., Mozelius P. (2019), Teachers’ Beliefs About Professional Development: Supporting Emerging Networked Practices in Higher Education. In: Littlejohn A., Jaldemark J., Vrieling-Teunter E., Nijland F. (eds) Networked Professional Learning. Research in Networked Learning. Springer, Cham, 147–164. Sökbar som öppen resurs!

Larsson, M., Mårtensson, K., Price, L., & Roxå, T. (2020), Constructive friction? Charting the relation between educational research and the Scholarship of Teaching and Learning. Teaching & Learning Inquiry, 8(1), 61–75. Sökbar som öppen resurs!

Monogea, F., Monogea, R. M. (2019), The pedagogical research project – an essential tool for the development of research competencies in the field of education. Educatia 21. 49-59.

+ Literature of your own choice