Your browser is not supported by khio.no. To view this site please upgrade or use another browser. If you can't use a modern browser, try disabling javascript, which will make khio.no simple, but mostly usable.

Supported browsers: Chrome 97, Firefox (Android) 95, QQ browser 10.4, UC browser 12.12, Android WebView 97, Baidu 7.12, Chrome 97, Chrome 96, Chrome 95, Chrome 94, Edge 97, Edge 96, Firefox 96, Firefox 95, Firefox 94, Firefox 91, Firefox 78, Internet Explorer 11, Safari/Chrome (iOS) 15.2-15.3, Safari/Chrome (iOS) 15.0-15.1, Safari/Chrome (iOS) 14.5-14.8, Safari/Chrome (iOS) 14.0-14.4, Safari/Chrome (iOS) 12.2-12.5, KaiOS 2.5, Opera Mini, Opera Mobile 64, Opera 82, Opera 81, Safari (MacOS) 15.2-15.3, Safari (MacOS) 15.1, Safari (MacOS) 14.1, Safari (MacOS) 13.1, Samsung 16.0, Samsung 15.0

Javascript is disabled. khio.no should still be usable, but the user experience will be simpler.

Programme for Developing Basic Teaching Competencies

The Basic Teaching Skills programme is primarily meant for academics who, upon being hired, have not yet formally acquired the basic teaching skills they need for the university and university college sector. If any spots are available, other academic staff and research fellows will also be invited to participate.

Registration goes through the Dean, who prioritises participation with the employee and the HR team. Available spots will be announced by email.

About the Programme and Its Participants

The Basic Teaching Competencies (pedagogisk basiskompetanse) programme is a module-based and flexible course in educational science for professionals within higher education, aimed at employees at the Oslo National Academy of the Arts (KHiO) and the Norwegian School of Sport Sciences (NIH). The programme is meant to ensure that educators hired at these institutions have the requisite teaching skills for academic positions. In line with national guidelines, the programme seeks to give the participants the skills and self-confidence they need to teach their particular subject.

The programme is set up as five basic modules and three advanced modules for professional qualification. Basic modules 1 and 2 are mandatory and must be taken first (60 + 60 hours), after which participants can add two elective modules (40 + 40 hours). The qualifying modules are geared towards applying for professorships or being conferred the status of Excellent Teaching Practitioner (fremragende utdanner).

Each module corresponds roughly to two ECTS credits and consists of around 30% joint sessions and 70% independent study and collegial mentoring.

Each module consists of three main parts: 1) introductory session, 2) personal development and 3) concluding session: 1. Learn “about” the topic through (a) one’s own work /independent study and (b) instructor-led teaching in joint sessions with relevant theories and research 2. Learn “in” or “through” (a) one’s own teaching or supervision practice and (b) supervision and collegial mentoring. 3. Learn “from” theory-practice connections by (a) sharing experiences, reflecting critically, and engaging in joint assessments and (b) documenting one’s own teaching skills (teaching portfolio).

This means the participants should be present for 1) introductory session the week/dates that are set (either physically or digitally). Then 2) the participant will develop and work with this in her own teaching or supervision practice (including collegial mentoring) up to 3), the concluding session where the participant will document and share experiences and relection.

Modules overview
Modules Content Dates Venue
Basic Module 1: The Role of Teachers and Supervisors (60 hrs)
  • Theory of knowledge, theory of learning, and educational stance
  • The role of teachers and supervisors
  • Ethics, power, inclusion and diversity
  • The importance of the psychosocial learning environment
joint session 1 week 38 (Mon + Wed)
joint session 2 week 50 (Wed)
KHiO
Basic Module 2: Teaching (60 hrs)
  • Introduction to general didactics and a few key didactical models
  • Use of discipline-specific and varied techniques adapted to different learning contexts
  • Research-based teaching
  • Key steering documents and curricula
  • Introduction to the standard use of Canvas
joint session 1 week 2 (Mon + Wed)
joint session 2 week 24 (Wed)
NIH
Basic Module 3: Supervision (40 hrs)
  • Supervision theory, models and forms
  • Interpersonal skills and communication
  • Practising supervisory skills and the supervision process
  • Using student mentors as supervisors
joint session 1 week 2 (Mon + Wed)
joint session 2 week 23 (Wed)
KHiO
Basic Module 4: Digital Tools as Learning and Teaching Aids (40 hrs)
  • What do we mean by digital tools?
  • Appropriate use of Canvas
  • How to increase student engagement before, during and after a teaching session
  • Various student response systems and dynamic presentation tools
  • Basic introduction to the use of videos as a teaching resource
joint session 1 week 38 (Mon + Wed)
joint session 2 week 50 (Wed)
NIH
Basic Module 5: Research-based Development Project (40 hrs)
  • Research-based teaching
  • Scholarship of teaching and learning (SoTL)
  • Exploring one’s own teaching
joint session 1 week 24 the year before (Mon + Wed)
joint session 2 week 22 (Wed)
NIH
Meritterende modul 1 Kollegialt utviklingsarbeid
50 t valgfri
  • Videreutvikling av pedagogisk utviklingsarbeid kollegialt (DIKU-prosjekt)
  • Kollegaveiledning og lærende organisasjoner (organisasjonslæring)
  • Rettet mot merittering, innovasjon og pedagogisk utvikling innenfor studieprogram
  • Rettet mot krav til prafessoropprykk.
TBA TBA
Meritterende modul 2 Utdanningsledelse
50 t valgfri
  • Utdanningsledelse, fremme et lærende kollegium og organisasjon
  • Samarbeidslæring, gruppeprosesser, gruppepsykologi
  • Kvalitetsutvikling av utdanning
  • Kurs rettet mot emneansvarlig, programansvarlig, programråd eller EVU-utvikling
TBA TBA
Meritterende modul 3 Veiledning 2
50 t valgfri
  • Veiledning av master og phd-nivå
  • Rettet mot professoropprykk
TBA TBA
Educational principles

The course is based on the following educational principles:

  • Active learning: downplaying of traditional, instructor-led teaching; more use of the so-called flipped classroom; reflections on theory and practice; independent study through varied learning resources on Canvas
  • Practice-based learning: participants develop skills and learn experientially on the basis of their own practice as teachers and supervisors
  • Supervision: supervision from course instructors and collegial mentoring among participants
  • Experience sharing: reflection on theory, practice and documentation; active use of peer review
  • Flexibility: relatively few joint classes; learning when you can; support from varied learning resources; a mix of in-person and digital learning; multilingual resources (NO/EN)
  • Teaching portfolios: used as documentation; digital version also to be created

Each module consists of three main parts: 1) introductory session, 2) personal development and 3) concluding session:

  1. Learn “about” the topic through (a) one’s own work /independent study and (b) instructor-led teaching in joint sessions with relevant theories and research
  2. Learn “in” or “through” (a) one’s own teaching or supervision practice and (b) supervision and collegial mentoring.
  3. Learn “from” theory-practice connections by (a) sharing experiences, reflecting critically, and engaging in joint assessments and (b) documenting one’s own teaching skills (teaching portfolio).

Basic modules

Basic Module 1: The Role of Teachers and Supervisors (60 hrs)

Brief description

Awareness of one’s own role as an educator and supervisor is critical to all teaching. This module lets participants gain insight into and reflect on their own educational stance, philosophy of learning, and ethics and hence become confident teachers and supervisors. The module is based on each participant’s own teaching and supervision and will integrate theory, research, experience and practice to help participants develop their own theory of practice.

The module includes the following topics:

  • Theory of knowledge, theory of learning, and educational stance
  • The role of teachers and supervisors
  • Ethics, power, inclusion and diversity
  • The importance of the psychosocial learning environment

Learning outcomes

Upon completing basic module 1, participants shall be able to

  • account for their own theory of knowledge, theory of learning and educational stance in the light of relevant theory and research and be able to participate in collegial discussions on teaching and learning;
  • describe and reflect on how important a good psychosocial learning environment is for students’ motivation and learning;
  • be cognisant of and able to reflect on their roles as teachers and supervisors;
  • identify and reflect on occupation-related ethical issues in line with current rules and regulations.

Teaching and learning methods

The module is a part-time further education course that participants may take while simultaneously working in a teaching capacity. The course is practice-based and flexible and will vary between in-person and digital teaching, theory and practice, and individual work, group work and plenary sessions. The underlying principle is that participants will explore and develop their own teaching practice through critical reflection, experience sharing and collegial mentoring.

The module will be set up as follows:

  • Start-up, Monday and Friday of week 38: combination of independent work/study with relevant learning resources and plenary classes
  • Individual practice related to each participant’s own teaching and/or supervision, along with collegial mentoring
  • Concluding session, Wednesday of week 50: experience sharing, critical reflection and assessment/evaluation

Coursework requirements

  • Obligatory attendance during plenary sessions
  • Completed collegial mentoring

Documentation and assessment

Coursework requirements must be approved in order for a participant to receive an assessment. The assessment is based on the participant’s portfolio, and a pass/fail grading system will be used.

The portfolio shall include:

  • A reflective text that documents the achieved learning outcomes

Literature/sources/learning resources

Participants choose their own literature/sources.

Learning resources will be made available on Canvas.

Basic Module 2: Teaching (60 hrs)

This module will help participants develop their higher education teaching skills, promote a holistic understanding of the need to continually refine their teaching practice, and create a basis for such continued development. The module is based on the individual participant’s specific teaching and supervision and will integrate theory, research, experience and practice to help participants develop their own theory of practice.

The module includes the following topics:

  • Introduction to general didactics and a few key didactical models
  • Use of discipline-specific and varied techniques adapted to different learning contexts
  • Research-based teaching
  • Key steering documents and curricula
  • Introduction to the standard use of Canvas

Learning outcomes

Upon completing basic module 2, participants shall be able to

  • plan, account for, assess, document and develop their own teaching in the light of relevant theory and research and on the basis of academic goals and the current curricula;
  • plan and carry out research-based teaching and involve students in research-based learning processes;
  • choose, explain and develop appropriate learning activities and teaching and assessment methods;
  • collect and use feedback from relevant evaluations in order to develop teaching and learning processes;
  • be familiar with relevant steering documents related to higher education teaching.

Teaching and learning methods

The module is a part-time further education course that participants may take while simultaneously working in a teaching capacity. The course is practice-based and flexible and will vary between in-person and digital teaching, theory and practice, and individual work, group work and plenary sessions. The underlying principle is that participants will explore and develop their own teaching practice through critical reflection, experience sharing and collegial mentoring.

The module will be set up as follows:

  • Start-up, Monday and Friday of week 2: combination of independent work/study with relevant learning resources and plenary classes
  • Individual practice related to each participant’s own teaching and/or supervision, along with collegial mentoring
  • Concluding session, Wednesday of week 24: experience sharing, critical reflection and assessment/evaluation

Coursework requirements

  • Obligatory attendance during plenary sessions
  • Completed collegial mentoring

Documentation and assessment

Coursework requirements must be approved in order for a participant to receive an assessment. The assessment is based on the participant’s portfolio, and a pass/fail grading system will be used.

The portfolio shall include:

  • A reflective text that documents the achieved learning outcomes

Literature/sources/learning resources

Participants choose their own literature/sources.

Learning resources will be made available on Canvas.

Basic Module 3: Supervision (40 hrs)

Brief description

Supervision is a key element in facilitating and supporting someone else’s learning. In this module, participants will learn about various supervision traditions and techniques, collaborative processes, relation-building and ethical aspects of supervision. Participants shall acquire skills in planning, carrying out and evaluating supervision, both in a one-to-one format and a group format. The module is based on each participant’s specific supervision practice and will integrate theory, research, experience and practice in the development of their own supervisory role.

The module includes the following topics:

  • Supervision theory, models and forms
  • Interpersonal skills and communication
  • Practising supervisory skills and the supervision process
  • Using student mentors as supervisors

Learning outcomes

Upon completing basic module 3, participants

  • shall be able to plan, explain and facilitate supervision that supports the students’ learning;
  • shall be able to describe and reflect on the importance of relationship-building, collaborative processes and communication during supervision;
  • have developed a reflective relationship to their own supervisory role, and also reflect on and be aware of ethical aspects in supervisory relationships and situations.

Teaching and learning methods

The module is a part-time further education course that participants may take while simultaneously working in a teaching capacity. The course is practice-based and flexible and will vary between in-person and digital teaching, theory and practice, and individual work, group work and plenary sessions. The underlying principle is that participants will explore and develop their own teaching practice through critical reflection, experience sharing and collegial mentoring.

The module will be set up as follows:

  • Start-up, Monday and Friday of week 38: combination of independent work/study with relevant learning resources and plenary classes
  • Individual practice related to each participant’s own teaching and/or supervision, along with collegial mentoring
  • Concluding session, Wednesday of week 50: experience sharing, critical reflection and assessment/evaluation

Coursework requirements

  • Obligatory attendance during plenary sessions
  • Completed collegial mentoring

Documentation and assessment

Coursework requirements must be approved in order for a participant to receive an assessment. The assessment is based on the participant’s portfolio, and a pass/fail grading system will be used.

The portfolio shall include:

  • A reflective text that documents the achieved learning outcomes

Literature/sources/learning resources

Participants choose their own literature/sources.

Learning resources will be made available on Canvas.

Basic Module 4: Digital Tools as Learning and Teaching Aids (40 hrs)

Brief description

Using digital tools in teaching is essential to promote quality and innovation in higher education. In this module, participants will learn about using digital technology that may enhance their students’ learning and make their teaching more varied and flexible.

In this module, participants will use digital tools in real-life teaching contexts. As a result, participants are required to be engaged in teaching during the semester they take the module.

The module includes the following topics:

  • What do we mean by digital tools?
  • Appropriate use of Canvas
  • How to increase student engagement before, during and after a teaching session
  • Digital tools that can increase interaction and collaboration
  • Basic introduction to the use of videos as a teaching resource

Learning outcomes

Upon completing basic module 4, participants shall be able to

  • describe relevant digital technology and techniques that may support learning within their discipline or area of teaching;
  • use digital technology to support their students’ learning;
  • assess and reflect on the usefulness of various digital tools in regard to various topics, including how digital tools may make teaching more flexible

Teaching and learning methods

The module must be taken while the participant is engaged in a teaching post. The module will be practice-based, with a focus on the participants immersing themselves in the subject matter and receiving feedback from the module coordinator and their colleagues. A key topic is to assess how and why digital technology can be used to support one’s own teaching.

The module will run for a semester and be set up as follows:

  • Two brief joint sessions: an introductory session in week 38 and a concluding session in week 50.
  • Individual work with assignments related to each participant’s own teaching.
  • Individual supervision between the joint sessions.
  • Collegial mentoring, incl. observation and feedback.

Coursework requirements

  • Mandatory participation during the sessions
  • Completed collegial mentoring

Documentation and assessment

Coursework requirements must be approved in order for a participant to receive an assessment. The assessment is based on the participant’s portfolio, and a pass/fail grading system will be used.

The portfolio shall include:

  • Introductory assignment
  • Planning document, incl. a general account
  • Reflection/evaluation of the teaching that has been carried out

Literature/sources/Learning resources

Participants choose their own literature/sources.

Learning resources will be made available on Canvas.

Basic Module 5: Research-based Development Project (40 hrs)

Brief description

Research-based teaching is key to providing a high-quality education. In this module, participants will hone their teaching skills by carrying out a research-based development project related to their own teaching practice. Participants may specifically link their project to how they carry out their teaching or to other relevant education issues related to their teaching.

The module includes the following topics:

  • Research-based teaching
  • Scholarship of teaching and learning (SoTL)
  • Exploring one’s own teaching

Learning outcomes

Upon completing basic module 5, participants shall be able to

  • plan and carry out a development project within educational science related to their own teaching or supervision
  • re‑think and innovate within their field and their teaching
  • document and evaluate their project and reflect on its potential impact on teaching

Teaching and learning methods

The module is a part-time further education course that participants may take while simultaneously working in a teaching capacity. The course is practice-based and flexible and will vary between in-person and digital teaching, theory and practice, and individual work, group work and plenary sessions. The underlying principle is that participants will explore and develop their own teaching practice through critical reflection, experience sharing and collegial mentoring.

The module will be set up as follows:

  • Start-up, Monday and Friday of week 24 (2022): combination of independent work/study with relevant learning resources and plenary classes
  • Individual practice related to each participant’s own teaching and/or supervision, along with collegial mentoring
  • Mid-module session, including peer reviews and colleague assessments
  • Concluding session, Wednesday of week 22 (2023): experience sharing, critical reflection and assessment/evaluation

Coursework requirements

  • Project description detailing the project’s what, how and why
  • Project presentations at the mid-module and concluding sessions, enabling participants to share experiences with their colleagues and receive feedback
  • Mandatory attendance (including during the other coursework requirements)

Documentation and assessment

Coursework requirements must be approved in order for a participant to receive an assessment. The assessment is based on the participant’s portfolio, and a pass/fail grading system will be used.

The portfolio shall include:

  • A text accounting for the development project

After finishing their development project, participants shall post a text on Canvas where they account for what they were seeking to develop, the techniques they used to achieve this goal, and the ways in which their work has helped raise the quality of education. The text shall be formulated in such a way that it may subsequently be used to document the participant’s basic teaching skills or improvement of these skills. A template for the text will be handed out during the introductory session.

Literature/sources/learning resources

Participants choose their own literature/sources.

Learning resources will be made available on Canvas.

Qualifying modules

Qualifying module 1: Collaborative Development

More info to come

Qualifying module 2: Education Management

More info to come

Qualifying module 3: Supervision 2

More info to come

Guidelines

Guidelines for Basic Teaching Skills and Employment Regulations

The guidelines apply to evaluation committees appointed by the Oslo National Academy of the Arts to conduct an expert review of applicants for teaching and research positions or for a promotion to the position of professor, associate professor (førsteamanuensis) or teaching fellow (førstelektor).

The guidelines do not apply when reviewing applicants to research fellow positions.

These guidelines are subordinate to the provisions in the following rules and regulations:

Applicants will be assessed, but not ranked, according to whether they meet the following requirements:

Carried out their own programme (minimum 200 hours)/relevant courses and their own practical teaching, and acquired fundamental skills within planning, carrying out, evaluating and developing teaching and supervision (fundamental skills for teaching and supervising at the university and university college level).1 The skills must be documented in the form of a systematic and comprehensive account that will be assessed by the institutions. Successful applicants who do not meet the requirements at the time of employment shall be mandated to meet these requirements within two years of being hired.

Pursuant to section 1.1, institutions may implement more stringent requirements and decide that these requirements shall apply when assessing and ranking applicants.

Requirements for professors:

In addition to the requirements regarding fundamental teaching and supervision skills at the university and university college level stated for the position of associate professor, applicants must document the following:

  • Improvement of their teaching and supervision over time
  • Broad experience within supervision, preferably at the master/ PhD level
  • Contributions to developing educational quality in professional communities

Requirements for teaching fellows (dosent, førstelektor or høgskolelektor):

Documented skills in relevant educational theory and practice based on either training or teaching and supervision work.


  1. National guidelines for basic teaching skills in higher education (Nasjonale veiledende retningslinjer for UH-pedagogisk basiskompetanse, Universities Norway, uhr.no) ↩︎