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Faculty development at the K.U.Leuven

Faculty development at the K.U.Leuven. Aims The participants gain insight in Guided Independent Learning (G.I.L.) The participants acquire knowledge and skills needed to implement G.I.L. Faculty development at the K.U.Leuven. Offer Targeted training. General training. Bespoke training.

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Faculty development at the K.U.Leuven

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  1. Faculty development at the K.U.Leuven Aims • The participants gain insight in Guided Independent Learning (G.I.L.) • The participants acquire knowledge and skills needed to implement G.I.L.

  2. Faculty development at the K.U.Leuven Offer Targeted training General training Bespoke training

  3. Faculty development at the K.U.Leuven Paramount characteristics • Promote research-based reflection on educational practice • Training based on principles of G.I.L. • Promote collegial exchanges about education Demonstrate different ways to implement G.I.L. Show embeddedness of educational practice

  4. Training beginning faculty Term 1 Term 2 Term 3 Collective Start (2 days) Collegial consult Discussion about results Data-collection opti-kwest Collective Interim day Data-collection opti-kwest Collective Closing day Collegial consult Action plan

  5. Training beginning faculty • Make teaching conceptions explicit and interpret feedback • Describe educational practice: Global scheme and G.I.L. • Confront educational practice with teaching conceptions • Discuss alternatives Start

  6. Training beginning faculty • Small groups, collegial approach • Support interpretation of results and reflection on results Collegial consult: discussion results

  7. Training beginning faculty • Contribution of experts adapted to specific needs • Workshops about e.g. specific teaching methods (micro-teaching) • Preparation of changes in educational practice Interim day

  8. Training beginning faculty • Small groups, collegial approach • Design of action plan to change practice • Reflection on educational change Collegial consult: design of action plan

  9. Training beginning faculty • Not necessarily same as first one • Reflection on results and educational practice Second data-collection with opti-kwest

  10. Training beginning faculty • Presentation of changes in educational practice • ‘BV-Databank’ • Reflection on process Closing day

  11. Training beginning faculty Conclusion Faculty develop-ment Change in practice Change in beliefs Change in student outcomes

  12. Training beginning faculty Conclusion Faculty develop-ment Change in practice Change in student outcomes Change in beliefs Guskey, 1986

  13. Training beginning faculty External domain External source of information or stimulus Enactment Reflection Domain of practice Personal domain Professional experimentation Knowledge, beliefs, attitudes Salient outcomes Domain of consequence Clarke & Hollingsworth, 2002

  14. Faculty development at the K.U.Leuven Offer Targeted training General training Bespoke training

  15. The Digital Chalk (e-learning platform) Offer Introductory modules Related to concerns Training for beginners Workshops for more advanced users Individual guidance

  16. The Digital Chalk Concerns Stages of concern (Fuller, 1969) Self-concerns Task-concerns Other-concerns

  17. The Digital Chalk Introductory modules On request by programme director Demonstration of possibilities First hands-on experience

  18. The Digital Chalk Training for beginners Learning platform for beginners Assessment platform for beginners Learning platform for administrative use

  19. The Digital Chalk Learning platform for beginners • didactical aspects as well as technical aspects • hands-on experience • demonstration of alternatives • attention for research about ICT in education • related to own educational practice • attention for self- and task concerns • stimulation of other-concerns

  20. E-course with pre-assignment basic reading materials background reading materials usefull links etc. Collective training of 2 days The Digital Chalk Learning platform for beginners

  21. Day 1 3 topics: information delivery formative assessment communication assignments using the platform Day 2 best practices research about ICT in education introduction of the global scheme analysis of own educational practice first design of e-course The Digital Chalk Learning platform for beginners

  22. The Digital Chalk Workshops for more advanced users Minimum 1 semester of experience Related to own educational practice Starting from questions of participants

  23. The Digital Chalk Individual guidance On request Content and form dependent on question

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