Faculty development at the K.U.Leuven Aims The participants gain insight in Guided Independent...
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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.
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Transcript of Faculty development at the K.U.Leuven Aims The participants gain insight in Guided Independent...
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
OfferTargeted training
General training
Bespoke training
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
Term 1 Term 2 Term 3
Collective
Interim day Collective
Closing day
Data-collection opti-kwest
Data-collection opti-kwest
Collegial consult
Discussion about results
Collegial consult
Action plan
Collective
Start (2 days)
Training beginning faculty
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
Training beginning faculty
• Small groups, collegial approach
• Support interpretation of results and reflection on results
Collegial consult: discussion results
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
Training beginning faculty
• Small groups, collegial approach
• Design of action plan to change practice
• Reflection on educational change
Collegial consult: design of action plan
Training beginning faculty
• Not necessarily same as first one
• Reflection on results and educational practice
Second data-collection with opti-kwest
Training beginning faculty
• Presentation of changes in educational practice
• ‘BV-Databank’
• Reflection on process
Closing day
Training beginning faculty
Faculty develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Conclusion
Training beginning faculty
Faculty develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Guskey, 1986
Conclusion
Training beginning faculty
External source of information or stimulus
Professional experimentation
Salient outcomes
Knowledge, beliefs, attitudes
Personal domain
External domain
Domain of practice
Domain of consequenceClarke & Hollingsworth, 2002
Enactment
Reflection
Faculty development at the K.U.Leuven
OfferTargeted training
General training
Bespoke training
The Digital Chalk
(e-learning platform)
OfferIntroductory modules
Training for beginners
Workshops for more advanced users
Individual guidance
Related to
concerns
The Digital ChalkConcerns
Stages of concern (Fuller, 1969)
Self-concerns
Task-concerns
Other-concerns
The Digital Chalk
Introductory modules
On request by programme director
Demonstration of possibilities
First hands-on experience
The Digital Chalk
Training for beginners
Learning platform for beginners
Assessment platform for beginners
Learning platform for administrative use
The Digital ChalkLearning 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
The Digital ChalkLearning platform for beginners
E-course with
• pre-assignment
• basic reading materials
• background reading materials
• usefull links
• etc.
Collective training of 2 days
The Digital ChalkLearning platform for beginners
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
Workshops for more advanced users
Minimum 1 semester of experience
Related to own educational practice
Starting from questions of participants
The Digital Chalk
Individual guidance
On request
Content and form dependent on question
