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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Faculty development at the K.U.Leuven
OfferTargeted training
General training
Bespoke training
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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
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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
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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
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Training beginning faculty
• Small groups, collegial approach
• Support interpretation of results and reflection on results
Collegial consult: discussion results
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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
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Training beginning faculty
• Small groups, collegial approach
• Design of action plan to change practice
• Reflection on educational change
Collegial consult: design of action plan
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Training beginning faculty
• Not necessarily same as first one
• Reflection on results and educational practice
Second data-collection with opti-kwest
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Training beginning faculty
• Presentation of changes in educational practice
• ‘BV-Databank’
• Reflection on process
Closing day
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Training beginning faculty
Faculty develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Conclusion
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Training beginning faculty
Faculty develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Guskey, 1986
Conclusion
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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
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Faculty development at the K.U.Leuven
OfferTargeted training
General training
Bespoke training
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The Digital Chalk
(e-learning platform)
OfferIntroductory modules
Training for beginners
Workshops for more advanced users
Individual guidance
Related to
concerns
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The Digital ChalkConcerns
Stages of concern (Fuller, 1969)
Self-concerns
Task-concerns
Other-concerns
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The Digital Chalk
Introductory modules
On request by programme director
Demonstration of possibilities
First hands-on experience
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The Digital Chalk
Training for beginners
Learning platform for beginners
Assessment platform for beginners
Learning platform for administrative use
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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
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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
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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
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The Digital Chalk
Workshops for more advanced users
Minimum 1 semester of experience
Related to own educational practice
Starting from questions of participants
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The Digital Chalk
Individual guidance
On request
Content and form dependent on question