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