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Welcome to University Teacher Training Course, Aalborg University 28.10.10 Lone Krogh

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Presentation on theme: "Welcome to University Teacher Training Course, Aalborg University 28.10.10 Lone Krogh"— Presentation transcript:

1 Welcome to University Teacher Training Course, Aalborg University Lone Krogh

2 Programme 09.30Welcome and participant presentations The structure and activities of the whole course 09.30Welcome and participant presentations The structure and activities of the whole course 10.00Break 10.00Break 10.15Principles for good teaching and learning. Students backgrounds and study behaviour – Presentation and discussions 10.15Principles 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 12.00Lunch in the canteen, Fibigerstræde Program continues… Program continues…. Introduction to working with teaching portfolio. Presentation, dialogue and discussions. Introduction to the supervision during the course 14.15Break 14.15Break – 15.30All participants meet in study groups. Discussions, planning of the readings and work with the teaching portfolio during autumn – 15.30All participants meet in study groups. Discussions, planning of the readings and work with the teaching portfolio during autumn

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

4 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. "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

5 First group discussion (10 minutes) 2 and 2 together 2 and 2 together Please, think and talk about: what do I want to know/to learn/be better at in relation to my teaching by attending the teacher training course? Please, think and talk about: what do I want to know/to learn/be better at in relation to my teaching by attending the teacher training course? Write it down on the paper – and please give it to me with your name on Write it down on the paper – and please give it to me with your name on

6 Background for staff development for university teachers In Denmark a university teacher is traditionally thought of as a researcher, who is teaching BUT University teacher competence profile Scientific qualifications Scientific qualifications Other professional qualifications Other professional qualifications Pedagogic and teaching qualifications Pedagogic and teaching qualifications Qualifications related to communication and presentation Qualifications related to communication and presentation Qualifications in relation to management and administration Qualifications in relation to management and administration Personal qualifications Personal qualifications (Handal, 2002 )

7 Further insight into and understanding of teaching and learning theories, related to personal teaching practice Further insight into and understanding of teaching and learning theories, related to personal teaching practice Become better at developing, planning and carrying out suitable teaching and learning activities in relation to general and specific teaching objectives, the subject(s), the context and students background Become better at developing, planning and carrying out suitable teaching and learning activities in relation to general and specific teaching objectives, the subject(s), the context and students background Become more familiar with learning theories and learn to identify better students learning needs and to initiate learning processes among a variety of students, both individually and in groups Become more familiar with learning theories and learn to identify better students learning needs 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 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 work and the role of the supervisor, in order to realize the potential of PBL in initiating and supporting the students group processes Strengthen the insight into problem based project work and the role of the supervisor, in order to realize the potential of PBL in initiating and supporting the students group processes Learning objectives for the course. The assistant professor should obtain the following based on their knowledge and experiences

8 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 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-assessment Get experiences in working systematically and analytically with the teaching portfolio and with self-assessment Become inspired to continuously working with development and improvement of teaching activities, with a view to different student groups, conditions and environments. Become inspired to continuously working with development and improvement of teaching activities, with a view to different student groups, conditions and environments.

9 So….. The overall aims for you as participants are to develop into theoretically reflecting individuals practicing teaching and supervision develop into theoretically reflecting individuals practicing teaching and supervision –With increasing awareness of the various roles and demands –awareness of your ressources and potentials to solve the different tasks in a professional way

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

11 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 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 You will reach the goal differently You will reach the goal differently

12 Learning happens in interaction between Knowledge Skills Understanding Meaning Cognition (brainwork) Feelings - Personal Engagement a.s.o. Emotional aspects Collaboration Communication Feedback (colleagues) Interaction Social aspects Illeris, 2007

13 Pedagogical principles for the course Awarness of participant diversity (you start and end in various ways) – Development is expected! Awarness of participant diversity (you start and end in various ways) – Development is expected! Focus on teaching and project supervision practice and the questions you ask your self in relation to this Focus on teaching and project supervision practice and the questions you ask your self in relation to this Learning happens in action and interaction together with supervisors and/or colleagues in the study-groups 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 Theories about teaching and learning are integrated when necessary Supervision and guidance by (experienced supervisors and/or colleagues (peers) Supervision and guidance by (experienced supervisors and/or colleagues (peers) Self-evaluation, analyses, reflections on teaching and project supervision practice and documentation by Self-evaluation, analyses, reflections on teaching and project supervision practice and documentation by Use of teaching portfolio Use of teaching portfolio

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

15 Structure/activities The course comprises a work load of 175 work hours ~ 7 ECTS The course comprises a work load of 175 work hours ~ 7 ECTS Duration: 14 months (October 2010 – February 2012) Duration: 14 months (October 2010 – February 2012) Four blocs/3 modules Four blocs/3 modules Workshops Workshops Work with individual teaching-portfolio through-out the course Work with individual teaching-portfolio through-out the course Study groups (readings, discussions and reflections, feedback on the working with teaching-portfolio) Study groups (readings, discussions and reflections, feedback on the working with teaching-portfolio) Each participant is assigned two supervisors (One, appointed by course leader and one, a senior faculty member from participants department, appointed by the head of department). Each participant is assigned two supervisors (One, appointed by course leader and one, a senior faculty member from participants department, appointed by the head of department). Evaluation-statement from the supervisors Evaluation-statement from the supervisors Course certificate Course certificate Communication to and from AAU Learning Lab by and the homepage Communication to and from AAU Learning Lab by and the homepage

16 Blocs, structure and content Bloc 1, Nov Jan Predominantly theoretical introduction (60 work hours). Presentations in seminars. Readings in study groups. Work with teaching portfolio and pedagogic plan of action. First draft of the teaching portfolio and pedagogic plan has to be submitted to the two supervisors and head of the course Lone K Bloc 2, Febr – June 2011 Predominantly focus on teaching and proj. supervision practice and development (40 work hours). In February meeting with the two supervisors. Work with development of teaching. Observation and supervision by the two supervisors and peers. Participation in workshops Bloc 3, August – Sept Bloc 3, August – Sept Combined theory and practice (35 work hours). Reflections on feedback from supervisors and self-evaluation, documented in portfolio. Participation in a workshop on reflection and development of teaching 25 August. Revison of portfolio and plan of action, which has to be sent to the supervisors and course leader no later than 1 Oct Bloc 4, Oct – Febr Concluding practical bloc (40 work hours). Observation and supervision. Participation in workshops. Finishing the teaching portfolio. Concluding meeting with the supervisors Evaluation statement from the supervisors. Course certificate

17 Module descriptions Module 1: Teaching portfolio (3 ECTS) The assistant professor acquires fundamental knowledge and understanding of the teaching portfolio as a tool for reflections and documentation of the development and improvement of teaching and project supervision competences. Furthermore, the goal is that the assistant professor will be able to use the portfolio tool together with ordinary students, taking into consideration his or her knowledge and experiences from using the portfolio. The module continues during the entire course. The assistant professor acquires fundamental knowledge and understanding of the teaching portfolio as a tool for reflections and documentation of the development and improvement of teaching and project supervision competences. Furthermore, the goal is that the assistant professor will be able to use the portfolio tool together with ordinary students, taking into consideration his or her knowledge and experiences from using the portfolio. The module continues during the entire course. Module 2: University pedagogy – didactic and learning (2 ECTS) The module focuses on university pedagogy, didactics and learning. The assistant professors study theory, analyze their teaching practice and acquire new knowledge about their personal teaching and project supervision practice as basis for further development. Module 2 mainly takes place in Bloc 1 and 3. The module focuses on university pedagogy, didactics and learning. The assistant professors study theory, analyze their teaching practice and acquire new knowledge about their personal teaching and project supervision practice as basis for further development. Module 2 mainly takes place in Bloc 1 and 3.

18 Module 3. Teaching- and project supervision practice. Theory and methods. (2 ECTS) Participants work with development and improvement of their teaching practice – based on acquired knowledge about pedagogy, didactics and students learning processes. Furthermore, participants work with analyzing their teaching practice while receiving supervision from supervisors. Module 3 takes place in bloc 2 and 4. Participants work with development and improvement of their teaching practice – based on acquired knowledge about pedagogy, didactics and students learning processes. Furthermore, participants work with analyzing their teaching practice while receiving supervision from supervisors. Module 3 takes place in bloc 2 and 4.

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

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

21 Supervision and guidance (from February 2011) The pedagogic supervisor acts as contact person for the Ass. Professors throughout the course The pedagogic supervisor acts as contact person for the Ass. Professors throughout the course The department-supervisor represents the participants professional enviroments The department-supervisor represents the participants professional enviroments The study group members study theories and provide ongoing mutual support and supervision to each other (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 (peer)supervision – a more symmetrical egalitarian co-operative relationship)

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

23 Second group discussion (4 in each group) 15 minutes 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)

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

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

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

27 Challenges (two fold) 1. The academic teachers have to be professional in doing research and in teaching – and in many other things…AND 2. The university has to create an organisation that supports the teachers in working professionally

28 Planned workshops (so far) in Bloc 1, 2 and October 2009 (all day). Generel introduction in danish 27. October 2009 (all day). Generel introduction in danish 28. October 2009 (all day). General introduction in english. Starting the study group work 28. October 2009 (all day). General introduction in english. Starting the study group work 5. April 2011 (all day). Training of body and voice by Dean Gunnar Horn, Agder Universitet, Kristiansand (in English ) 5. April 2011 (all day). Training of body and voice by Dean Gunnar Horn, Agder Universitet, Kristiansand (in English ) April/May (half day) ICT-supported teaching and learning (in English) April/May (half day) ICT-supported teaching and learning (in English) 25. August 2010 (1 day)). Teaching – feedback – reflections. Prof. Phil Race, Leeds Metropolitan University and Lone Krogh 25. August 2010 (1 day)). Teaching – feedback – reflections. Prof. Phil Race, Leeds Metropolitan University and Lone Krogh (Dates for workshop in Bloc 4 (Autumn 2011 will be announced during Spring 2011) But there will be 2 workshops, one about evaluation and assessment and one about Project pedagogy and the role of the supervisor (Dates for workshop in Bloc 4 (Autumn 2011 will be announced during Spring 2011) But there will be 2 workshops, one about evaluation and assessment and one about Project pedagogy and the role of the supervisor

29 Contact and information Lone Krogh, courseleader – – tlf Lone Krogh, courseleader – – tlf Tina Jessen, secretary - tlf Tina Jessen, secretary - tlf

30 Information All documents concerning the course are made available at: id=9148 All documents concerning the course are made available at: id=9148 id=9148 id=9148 The documents may be guidelines, programmes for workshops, articles, presentations from workshops, etc. - Participants will be notified by whenever new documents are available. The documents may be guidelines, programmes for workshops, articles, presentations from workshops, etc. - Participants will be notified by whenever new documents are available. We keep in touch by , so please remember to advise the secretary, if you change your address We keep in touch by , so please remember to advise the secretary, if you change your address

31 Reflection A university which fails in doing imaginatively imparting information in university teaching has no reason for existence. This atmosphere 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, p. 139) (Alfred North Whitehead ( ), British mathematician, logician and and philosopher)


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