Opplæring av skriveveiledere med utgangspunkt i konfluent pedagogikk

Abstract

This article presents a best practice example of training writing mentors in higher education, specifically at Oslo Metropolitan University. The training program is presented in detail to enable readers to adapt and apply it in their own contexts. The underlying pedagogical source of inspiration for the training is confluent pedagogy, a form of discovery learning which seeks to integrate intellectual, affective, and psychomotor processes. Confluent training aims to make these three elements conflate towards the same aim: learning. The training employs active participation methods, enabling writing mentors to personally engage with the teaching material. This experiential approach, combined with reflective practices, ensures that the acquired knowledge becomes personally meaningful rather than merely something to be memorized and repeated.