Welcome to University Teacher Training Course, Aalborg University 28.10.10 Lone Krogh (lkr@learning.aau.dk) - PowerPoint PPT Presentation


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Welcome to University Teacher Training Course, Aalborg University 28.10.10 Lone Krogh (lkr@learning.aau.dk)


Title: Staff-development course Author: Lone Krog Last modified by: Jens Kj r-Rasmussen Created Date: 3/23/2006 1:34:24 PM Document presentation format – PowerPoint PPT presentation

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Title: Welcome to University Teacher Training Course, Aalborg University 28.10.10 Lone Krogh (lkr@learning.aau.dk)

Welcome to University Teacher Training Course,
Aalborg University 28.10.10 Lone Krogh
  • 09.30 Welcome and participant presentations
    The structure and activities of the
    whole course
  • 10.00 Break
  • 10.15 Principles 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
  • 12.00 Lunch in the canteen, Fibigerstræde 15
  • 12.40 Program continues.
  • Introduction to working with teaching
    portfolio. Presentation, dialogue and
    discussions. Introduction to the supervision
    during the course
  • 14.15 Break
  • 14.30 15.30 All participants meet in study
    groups. Discussions, planning of the readings
    and work with the teaching portfolio during

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

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.
  • 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

First group discussion (10 minutes)
  • 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
  • Write it down on the paper and please give it
    to me with your name on

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

Learning objectives for the course. The assistant
professor should obtain the following based on
their knowledge and experiences
  • 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 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
  • 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
  • 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

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

So.. The overall aims for you as participants
are to
  • 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

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

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
  • You will reach the goal differently

Learning happens in interaction between
Emotional aspects
Cognition (brainwork)
Knowledge Skills Understanding Meaning
Feelings - Personal Engagement a.s.o.
Interaction Social aspects
Collaboration Communication Feedback (colleagues)
Illeris, 2007
Pedagogical principles for the course
  • 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
  • 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
  • Supervision and guidance by (experienced
    supervisors and/or colleagues (peers)
  • Self-evaluation, analyses, reflections on
    teaching and project supervision practice and
    documentation by
  • Use of teaching portfolio

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

  • The course comprises a work load of 175 work
    hours 7 ECTS
  • Duration 14 months (October 2010 February
  • Four blocs/3 modules
  • Workshops
  • Work with individual teaching-portfolio
    through-out the course
  • Study groups (readings, discussions and
    reflections, feedback on the working with
  • 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
  • Course certificate
  • Communication to and from AAU Learning Lab by
    e-mail and the homepage

Blocs, structure and content
Bloc 1, Nov. 2010-Jan. 2011 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. 31.01.11 Bloc 2, Febr. 2011 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. 2011 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. 2011. Bloc 4, Oct. 2011 Febr. 2012 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
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.
  • 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.

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

The teacing portfolio a cornerstone during the
teacher training course
The work process for participants
Teaching portfolio Descriptions/ reflections
Colleague supervision and guidance
Self studies/ Study groups
Teaching and pro- ject supervision PRACTICE
Participation in workshops
Peer- supervision
Supervision and guidance (from February 2011)
  • The pedagogic supervisor acts as contact person
    for the Ass. Professors throughout the course
  • 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)

  • Readings are discussed in the study-groups
  • Suggestions for work process
  • Distribute the articles among the members of the
  • 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

Second group discussion (4 in each group) 15
  • 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)

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

Focus is supported by
  • National and international evaluations
  • e.g. the Danish Evaluation Institute (EVA) and
    the OECD, 2004
  • The Bologna Process (harmonising, transparancy)
  • Statements from
  • the Danish Ministry of Science, Education and
    Innovation - 2006
  • The Globalisation Council - 2006

Some consequenses for universities and staff
  • New reforms and educational programmes/flexibility
  • Long distance education and learning programmes
  • 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)

Challenges (two fold)
  • The academic teachers have to be professional in
    doing research and in teaching and in many
    other thingsAND
  • The university has to create an organisation that
    supports the teachers in working professionally

Planned workshops (so far) in Bloc 1, 2 and 3
  • 27. October 2009 (all day). Generel introduction
    in danish
  • 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 )
  • 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 
  • (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        

Contact and information
  • Lone Krogh, courseleader lkr_at_learning.aau.dk
    tlf. 9940 8007
  • Tina Jessen, secretary - tj_at_learning.aau.dk- tlf.
    9940 9960

  • All documents concerning the course are made
    available at http//www.learninglab.aau.dk/index.
  • The documents may be guidelines, programmes for
    workshops, articles, presentations from
    workshops, etc. - Participants will be notified
    by e-mail whenever new documents are available.
  • We keep in touch by e-mail, so please remember to
    advise the secretary, if you change your e-mail

  • 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, 1929. p. 139)
  • (Alfred North Whitehead (1861-1947), British
    mathematician, logician and and philosopher)
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