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

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 1Term 2Term 3 Collective Interim day Collective Closing day Data- collection opti-kwest Collegial consult Discussion about results Collegial consult Action plan Collective Start (2 days) 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 consequence Clarke & Hollingsworth, 2002 Enactment Reflection

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

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

The Digital Chalk Concerns 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 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

The Digital Chalk Learning platform for beginners 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 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