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Vorkurs Atelier

About the course

Normal range: 25-30 hours
Value outside normal range

Description

One or two sentences: what the course is about and why it matters to the students. 0/280
Describe the course content, objectives, and what students will learn.

Course form

How do students and teachers meet in this course?

The mix you actually plan shows in the analytics at the bottom: minutes per participation mode.

Learning Outcomes

Course Learning Outcomes

NKR is the Norwegian Qualifications Framework for Lifelong Learning. EQF is the European Qualifications Framework for lifelong learning, with the names from its 2017 revision. The choice changes only the names: each learning outcome keeps its category.
Unistructural
Multistructural
Relational
Extended Abstract
Bachelor:
Master:
PhD:

SOLO Taxonomy Distribution

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Level-Appropriate Recommendations
  • Bachelor courses typically focus on building foundational knowledge with multistructural outcomes and introducing analytical skills with relational outcomes. Limit extended abstract outcomes to advanced courses within the degree program.
  • Master courses should emphasize critical thinking and integration with relational outcomes, while incorporating creative and evaluative thinking through extended abstract outcomes. Use unistructural outcomes sparingly, primarily for new terminology.
  • PhD-level courses should primarily feature extended abstract outcomes that create new knowledge and theoretical frameworks. Focus on research innovation, theory development, and critical evaluation of existing paradigms.
  • Professional development courses should balance practical skills with conceptual understanding. Focus on outcomes that demonstrate application in professional contexts.

Sessions and time

min

Workload Budget -- / -- hours
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Evaluation

Course catalogue

Students' plan

Learning Activities
Acquisition

Learners listen to lectures, watch videos, read texts, or observe demonstrations.

Collaboration

Learners work together in teams on projects, create shared outputs, and build knowledge collectively.

Discussion

Learners articulate ideas, engage with peers' perspectives, question, debate, and provide feedback.

Inquiry

Learners explore, compare and critique resources, conduct research, and analyze information.

Practice

Learners apply knowledge through exercises, receive feedback, and refine their understanding.

Production

Learners create artifacts like reports, presentations, videos, or other outputs to demonstrate learning.


Session Elements
Break
min
Information
Evaluation
min
Course Learning Journey
Before Class: Preparation
0 minutes
Activities students complete before attending class
During Class: Learning Together
0 minutes
Activities conducted during synchronous class time
After Class: Consolidation
0 minutes
Activities to reinforce and extend learning after class
Journey Analytics
Total Duration: 0 minutes
Session Details
Basic Info
Optional. The end time follows the duration: change one and the other follows.
After the session

How did the session go as a whole? What you note under "Change next time" comes along when the course is duplicated for the next run.

How did the session go?

Learning Outcomes
Course Learning Outcomes (Select which ones apply to this session)
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Learning Outcome Coverage %

Session-Specific Learning Outcomes
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Activity Design

Workshop: feedback, assessment, reflection and tools open when the workshop is over. Mark assessment with the star on the card.

Implementation Guide
Steps:
Teaching Tips:
Variations:
Participation Mode
Student Grouping
Selected Activities:
Selected Tools:
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Privacy and choice of tools
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Smart Tool Suggestions

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Your Activity Context
Learning Type (from Design tab)
Acquisition
Participation Mode (from Design tab)
Online Synchronous
Additional Filters

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All tools
Microsoft 365 Tools

Smart use: Students collaborate in real-time; use Copilot as thinking partner, not answer machine; Loop for living workspaces

Canvas LMS Tools

Smart use: Group Pages for collaborative wikis; Peer Review for structured feedback; Discussions for async reflection

Moodle LMS Tools

Smart use: Books for structured reading; H5P for interactive exercises; Forums for discussion; Workshops for peer assessment

LearnLab Tools

Smart use: Scale participation in large classes; make thinking visible; transform passive video into active learning

Other Interactive Tools
Create Custom Tool
Design effective feedback by addressing six independent dimensions: Purpose, Source, Content, Level, Delivery, and Student Agency. Based on Hattie & Timperley (2007), Nicol & Macfarlane-Dick (2006), Carless & Boud (2018), and Panadero & Lipnevich (2022).
Plan how this activity will be assessed. Distinguish formative (for learning) from summative (for grading) assessment.
Use this tab AFTER teaching to reflect on how the activity went. Your reflections will help improve the activity for next time.
Planned: 30 min