Programme

1. University Teacher Training Course, Aalborg University 27.10.09Lone Krogh (lkr@learning.aau.dk)

2. Programme 27 October 2009 09.30 Welcome and participant presentations Introduction to the structure and activities of the whole course 10.00 Break 10.15 Principles for ‘good’ teaching and learning. Students backgrounds and study behaviour – Presentation and discussions How can we develop, plan and conduct ‘excellent and effective’ teaching. Possibilities and challenges. – Presentation, dialogue and discussions Introduction to work with teaching portfolio. 12.00 Lunch 12.30 Teaching portfolio continued…… 13.30 Break 13.30 All participants meet in study groups. Discussions, planning of the readings and work with the teaching portfolio during the course

3. Themes for the first introduction Background for the teacher training course Structure and activities at the course Thoughts and pedagogy behind organisation and teaching forms Action

4. More focus on teacher qualifications in Denmark? More focus on teaching at Danish universities from the Society Relevance, Effectiveness, transparency and Quality in teaching and learning cost-benefit Globalisation Denmark is a knowledge society Focus on competences/learning outcome: Employability – mobility and lifelong learning Students diversity - (age-culture-gender) and expectations

5. Focus is supported by National and international evaluations e.g. the Danish Evaluation Institute (EVA) and the OECD, 2004 The Bologna Process (harmonising) Statements from the Danish Ministry of Science, Education and Innovation - 2006 The Globalisation Council - 2006

6. Some consequenses for universities and staff New reforms and educational programmes/flexibility Long distance education and learning programmes Subjects, disciplines and knowledge are to be discussed continuiously New teacing forms with much more involvement of students in teaching and learning processses (making them more responsible and supporting their motivation)

7. Challenges (two fold) The academic teachers have to be professional in doing research and in teaching – and in many other things…AND The university has to create an organisation that supports the teachers in working professionally

8. University teacher ’comptence profile’ Scientific qualifications Other professional qualifications Pedagogic and teaching qualifications Qualifications related to communication and presentation (3rd leg) And further more, 5. Qualifications in relation to management and administration 6. Personal qualifications (Handal, 2002)

9. Formal basis for teacher training courses in Denmark were defined "The institution must ensure that during the contracted employment term (the assistant professor) is given responsibility for teaching activities, and must provide teacher education supervision and advising to such an extent that a written evaluation of the qualifications can be provided upon completion of employment term.” “(Circular on employment structure (Cirkulære om stillingsstruktur) for higher education institutions under the Danish Ministry of Research and Technology, September 2000) (1993 and 1997).Latest revision, June 2007

10. Gain new insight into and understanding of learning theories Develop further abilities in planning, carrying out, and developing suitable teaching and learning activities, while applying relevant theories a bout teaching and learning Learn to identify better students’ resources and to initiate learning processes among a variety of students, both individually and in groups Become more familiar with a variety of pedagogic tools and methods, including ICT supported teaching and learning, in order to apply the appropriate tools in relation to different target groups Strengthen the insight into problem based project supervision and the role of the supervisor, in order to realise the potential of PBL in initiating and supporting the students’ group processes Learning objectives for the course.The assistant professor should (on the basis of knowledge and experiences)

11. Objectives (continued) Gain further knowledge and understanding of evaluation as a developmental and guiding tool, in order to evaluate teaching programmes, to assess the progress of the students, and consequently to be able to develop and improve teaching practises Get experiences in working systematically and analytically with the teaching portfolio and with self-evaluation Become inspired to continuously working with development and improvement of teaching activities, with a view to different audiences, conditions and environments.

12. So….. The overall aims for you as participants are to develop into theoretically reflecting individuals practicing teaching and supervision with experiences in using differentiating methods of teaching in supporting the students in their learning processesand With increasing awareness of the various roles and demands awareness of your ressources and potentialsto solve the different tasks in a professional way

13. Pedagogic principles for the course Awarness of participant diversity (you start and end in various ways) – Development is expected! Focus on teaching and project supervision practice Learning happens in action and interaction together with supervisors and/or colleagues in the study-groups Theories about teaching and learning are integrated when necessary Supervision and guidance by (experienced supervisors and/or colleagues (peers) Self-evaluation, analyses and reflections on practice by Use of teaching portfolio as a ”tool” for reflection and documentation of personal experiences with the practice of teaching and project supervision.

14. Themes in focus during the course(acquired by readings, portfolio work, workshops, observation/supervision) The context for teaching at Danish Universities The professional university teacher role Students’ preconditions, resources, learning and competence development Problem based project work and supervision Teaching methods and evaluation/assessment methods Virtual learning forms and learning enviroments Supervision and reflection

15. Structure/activities The course comprises a work load of 175 work hours ~ 7 ECTS Duration: 16 months (October 2008 – February 2010) Four modules Workshops from PUC Work with individual teaching-portfolio through-out the course Study groups (readings, discussions and reflections, feedback on the working with teaching-portfolio) Each participant is assigned two supervisors (One, appointed by PUC and one, a senior faculty member from participants department, appointed by the head of department). Evaluation-statement from the supervisors Course certificate Communication to and from PUC by e-mail and PUC-homepage

16. Modules, structure and content

17. Intentions of course The structure and pedagogy will, in an exemplary way, offer the opportunity for the participants to work with development and enhancement at various levels and backgrounds and reach the goal differently

18. Learning methods applied during the course Seminars and workshops with use of presentations and discussions Readings in study groups Teaching portfolio Observation – supervision and support Peer observation (members in the study group) Evaluation statement from supervisors

19. The teacing portfolio – a cornerstone during the teacher training course

20. The work process for participants Teaching portfolio: Descriptions/ reflections Supervision and guidance Self studies/ Study groups Teaching and pro- Ject supervision PRACTICE Participation in workshops Colleague- supervision

21. Study-groups Readings are discussed in the study-groups Suggestions for work process: Distribute the articles among the members of the group The individual present the studied material to the group-members The presentations are followed up by discussions and reflections related to the practices of teaching and ’vejledning’

22. Supervision and guidance (from February 2010) The PUC-supervisor acts as contact person for the Ass. Professors throughout the course The department-supervisor represents the participant’s professional enviroments Colleague (peer)supervision – a more symmetrical egalitarian co-operative relationship The study group members study theories and provide ongoing mutual support and supervision to each other

23. Planned workshops in Module 1, 2 and 3 26. oktober 2009 (all day). Generel introduction in danish 27. October 2009 (all day). General introduction in english. Starting the study group work 2. March 2010 (half day). Læring og metoder (på dansk) 4. March (half day). Learning and Teaching methods. (in English) 15. April (half day). Students motivation (in English) 10. May(half day) ICT-supported teaching and learning (in English) 26./27 August 2010 (1 ½ day)). Teaching – feedback – reflections. Prof. Phil Race, Leeds Metropolitan University and Lone Krogh  (Dates for workshop in modul 4 (Autumn 2010 will be announced during Spring 2010)          

24. Contact and information Lone Krogh, head of the course – lkr@learning.aau.dk – tlf. 9940 8007 Malene Knudsen, secretary – mk@learing.aau.dk – tlf. 9940 8008

25. Information All documents concerning the course are made available at: www.puc.aau.dk/adjunkt2009 The documents may be guidelines, programmes for workshops, articles, presentations from workshops, etc. - Participants will be notified by e-mail whenever new documents are available. We keep in touch by e-mail, so please remember to advise the secretary, if you change your e-mail address

26. Reflection ”A university which fails in doing ’imaginatively imparting information’ in university teaching has no reason for existence. This asmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer af burden on the memory: it is energising as the poet of our dreams, and as the architect of our purposes. Imagination…..enables men to construct an intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying purposes.”(Whitehead, 1929. p. 139) (Alfred North Whitehead (1861-1947), British mathematician, logician and and philosopher)

27. First group discussion (3 in each group) Which are, in your opinion, the geatest challenges for university teaching to day? NB: You are alle responsible for that everyone in the group gets the opportunity to speak. It means that you have to talk, to listen and to take notes. The notes must be summarized and written as statements on the flipover paper for presentation. (max. 5 statements from each group)