Course memo Autumn 2021-50372
Version 2 – 09/13/2021, 10:50:49 AM
Autumn 2021-1 (Start date 30/08/2021, English)
English
ITM/Learning in Engineering Sciences
After the course, you as a supervisor and examiner should be able to:
- plan, implement, analyze and develop courses in independent work,
- choose and apply method for supervision of independent work,
- supervise students individually and in groups,
- create conditions that benefit students' independence, commitment and development,
- examine and grade students' independent work in process and product
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2020
LH219V comprises of 5 meetings and a project assignment.
Meetings: 5 online half day workshops . Tasks will be provided if you do not have the possibility to attend 1-2 workshops which must be completed within a month after the respective workshop.
Project work (in teams or individually): Analysis of current practices and development strategies. This work should be finalized with a written report that will be peer reviewed and updated to the final version.
| Learning activities | Content | Preparations |
|---|---|---|
|
Workshop A Workshop leader: Anna-Karin Högfeldt |
Regulating documents/Examiner's role |
- Read "locally" available guidelines and information for examiners, supervisors and students for the degree project course(s) where you are or will be involved - Bring the syllabus (kursplan) to the workshop - List some of the main Strengths as well as Weaknesses you face today in your role as a supervisor, examiner and/or coordinator, that you would like to share and discuss. |
|
Workshop B Workshop leader: Anna-Karin Högfeldt |
Supervision | Chapter 1+8+ one chapter you select from Master’s Thesis Supervision: Feedback, interpersonal relationships and adaptivity |
|
Workshop C Workshop leaders: Magdalena Svanberg & Miritt Zisser, KTH Library |
Information Literacy |
|
|
Workshop D Workshop leader: Jamie Rinder, KTH Language department |
Academic Writing |
Prepare by reading: Nicol & Macfarlane-Dick (2006). “Formative assessment and self regulated learning: a model and seven principles of good feedback practice”. Studies in Higher Education. (2006), Vol 31(2), 199-218. Try clicking on this link : http://www-tandfonline-com.focus.lib.kth.se/doi/pdf/10.1080/03075070600572090. This paper focuses on self-regulated learning and feedback. |
|
Workshop E Workshop leaders: Charlotte Nilsson, Anders Rosén |
Sustainable development, equality, diversity and equal rights |
Will be published |
| Examination task, individually or in a team | Draft report; Peer review; Final report |
Prerequsite is 3 credit course in Teaching and Learning in Higher Education. For ex. Basic communication and Teachning (FLH3000) or Teaching and Learning in Higher Education (LH231V).
The course is tailored for teachers at KTH. It is included in course offerings that meet KTH's requirement of 15 credits in university teaching for employment or promotion to a teaching position.
Students at KTH with a permanent disability can get support during studies from Funka:
P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The section below is not retrieved from the course syllabus:
If you miss a workshop, please refer to the workshop leader or to Anna-Karin Högfeldt for an alternative task. This should be completed within 1 month after the respecitve workshop.
No information inserted
30 Aug 2021
English
