Welcome to Welcome to University Teacher University Teacher Training Course, Aalborg University Training Course, Aalborg University 28.10.1028.10.10Lone Krogh (Lone Krogh (lkr@learning.aau.dklkr@learning.aau.dk))

ProgrammeProgramme• 09.3009.30 Welcome and pWelcome and participant presentations articipant presentations

The structure and activities of the The structure and activities of the whole course whole course

• 10.0010.00 BreakBreak• 10.1510.15 Principles for ‘good’ teaching and learning. Principles for ‘good’ teaching and learning.

Students backgrounds and study behaviour Students backgrounds and study behaviour – – Presentation and Presentation and discussionsdiscussions

How can we develop, plan and conduct How can we develop, plan and conduct ‘excellent ‘excellent and effective’ teaching. Possibilities and effective’ teaching. Possibilities and challenges. – and challenges. – Presentation, dialogue and Presentation, dialogue and discussionsdiscussions12.0012.00 Lunch in the canteen, Fibigerstræde 15Lunch in the canteen, Fibigerstræde 15

• 12.4012.40 Program continues….Program continues….Introduction to working with teaching Introduction to working with teaching

portfolio. portfolio. Presentation, dialogue and Presentation, dialogue and discussions. Introduction discussions. Introduction to the supervision to the supervision during the courseduring the course

• 14.1514.15 BreakBreak• 14.30 – 15.3014.30 – 15.30 All participants meet in study groups. All participants meet in study groups.

Discussions, Discussions, planning of the readings and work planning of the readings and work with the teaching with the teaching portfolio during autumnportfolio during autumn

Themes for the first introductionThemes for the first introduction

• Background for the teacher training courseBackground for the teacher training course

• Structure and activities at the courseStructure and activities at the course

• Thoughts and pedagogy behind Thoughts and pedagogy behind organisation and teaching formsorganisation and teaching forms

• ActionAction

Formal basis for teacher training Formal basis for teacher training courses in Denmarkcourses in Denmark were defined were defined

""The institutionThe institution must ensure that during the must ensure that during the contracted employment term (the assistant contracted employment term (the assistant professor) is given responsibility for teaching professor) is given responsibility for teaching activities, and must provide teacher education activities, and must provide teacher education supervision and advising to such an extent that a supervision and advising to such an extent that a written evaluation of the qualifications can be written evaluation of the qualifications can be

provided upon completion of employment termprovided upon completion of employment term .”.”

““CCircular on employment structure (Cirkulære om stillingsstruktur) for higher education ircular on employment structure (Cirkulære om stillingsstruktur) for higher education institutions under the Danish Ministry of Research and Technology, September 2000) institutions under the Danish Ministry of Research and Technology, September 2000)

(1993 and 1997).(1993 and 1997). Latest revision, June 2007 Latest revision, June 2007

First group discussion (10 minutes)First group discussion (10 minutes)

• 2 and 2 together2 and 2 together

• Please, think and talk about: what do I Please, think and talk about: what do I want to want to know/to learn/be betterknow/to learn/be better at in at in relation to my teaching by attending relation to my teaching by attending the teacher training course?the teacher training course?

• Write it down on the paper – and please Write it down on the paper – and please give it to me with your name ongive it to me with your name on

Background for staff development Background for staff development for university teachersfor university teachers

In Denmark a university teacher is traditionally thought of as In Denmark a university teacher is traditionally thought of as a researcher, who is teachinga researcher, who is teaching

BUTBUT

University teacher ’competence profile’University teacher ’competence profile’

• Scientific qualificationsScientific qualifications

• Other professional qualificationsOther professional qualifications

• Pedagogic and teaching qualificationsPedagogic and teaching qualifications

• Qualifications related to communication and presentationQualifications related to communication and presentation

• Qualifications in relation to management and Qualifications in relation to management and administrationadministration

• Personal qualificationsPersonal qualifications(Handal, 2002(Handal, 2002))

• Further insight intoFurther insight into and and understandingunderstanding of teaching and learning of teaching and learning theories, related to personal teaching practice theories, related to personal teaching practice

• Become better Become better at developingat developing, , planning and carrying out planning and carrying out suitable teaching and learning activities in relation to general suitable teaching and learning activities in relation to general and specific teaching objectives, the subject(s), the context and specific teaching objectives, the subject(s), the context and students’ backgroundand students’ background

• Become more familiar with Become more familiar with learning theories and learn tolearning theories and learn to identify better identify better students’ learning needs andstudents’ learning needs and to initiate to initiate learning learning processes among a variety of students, both individually and in processes among a variety of students, both individually and in groupsgroups

• Become more familiar withBecome more familiar with a variety of pedagogic tools and a variety of pedagogic tools and methods, including ICT supported teaching and learning, in methods, including ICT supported teaching and learning, in order to apply the appropriate tools in relation to different order to apply the appropriate tools in relation to different target groupstarget groups

• Strengthen the insight intoStrengthen the insight into problem based project work and the problem based project work and the role of the supervisor, in order to realize the potential of PBL in role of the supervisor, in order to realize the potential of PBL in initiating and supporting the students’ group processesinitiating and supporting the students’ group processes

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

Objectives (continued)Objectives (continued)

• Gain further knowledge and understandingGain further knowledge and understanding of of evaluation as a developmental and guiding tool, in evaluation as a developmental and guiding tool, in order to evaluate teaching programmes, to assess the order to evaluate teaching programmes, to assess the progress of the students, and consequently to be able progress of the students, and consequently to be able to develop and improve teaching practisesto develop and improve teaching practises

• Get experiencesGet experiences in working systematically and in working systematically and analytically with the teaching portfolio and with self-analytically with the teaching portfolio and with self-assessmentassessment

• Become inspired toBecome inspired to continuously working with continuously working with development and improvement of teaching activities, development and improvement of teaching activities, with a view to different student groups, conditions and with a view to different student groups, conditions and environments.environments.

So….. So….. The overall aims for you as The overall aims for you as participants are toparticipants are to

• develop into develop into theoretically reflecting individuals theoretically reflecting individuals practicing teaching and supervisionpracticing teaching and supervision – With increasing awarenessWith increasing awareness of the various roles and of the various roles and

demands demands – awareness of your awareness of your ressourcesressources and and potentialspotentials

to solve the different tasks in a professional wayto solve the different tasks in a professional way

Themes in focus during the Themes in focus during the coursecourse (acquired by readings, portfolio (acquired by readings, portfolio work, workshops, observation/supervision)work, workshops, observation/supervision)

• The context for teaching at Danish UniversitiesThe context for teaching at Danish Universities

• The professional university teacher roleThe professional university teacher role

• Students’ Students’ prepreconditions, resources, learning and conditions, resources, learning and competence developmentcompetence development

• Problem based project work and supervisionProblem based project work and supervision

• Teaching methods and evaluation/assessment Teaching methods and evaluation/assessment methods methods

• Virtual learning forms and learning enviromentsVirtual learning forms and learning enviroments

• Supervision and reflectionSupervision and reflection

Intentions of courseIntentions of course

• The structure and pedagogy will, in an The structure and pedagogy will, in an exemplary way, offer the opportunity for exemplary way, offer the opportunity for the participants to work with development the participants to work with development and enhancement at various levels and and enhancement at various levels and backgrounds backgrounds andand

• You will reach the goal differently You will reach the goal differently

Learning happens in interaction between

KnowledgeSkillsUnderstandingMeaning

Cognition(brainwork)

Feelings - Personal Engagement a.s.o.

Emotionalaspects

CollaborationCommunicationFeedback(colleagues)

InteractionSocial aspects

Illeris, 2007

Pedagogical principles for the Pedagogical principles for the coursecourse• Awarness of participant diversity (you start and end Awarness of participant diversity (you start and end

in various ways) – in various ways) – DevelopmentDevelopment is expected! is expected!• Focus on teaching and project supervision practice Focus on teaching and project supervision practice

and the questions you ask your self in relation to thisand the questions you ask your self in relation to this• Learning happens in action and interaction together Learning happens in action and interaction together

with supervisors and/or colleagues in the study-with supervisors and/or colleagues in the study-groupsgroups

• Theories about teaching and learning are integrated Theories about teaching and learning are integrated when necessarywhen necessary

• Supervision and guidance by (experienced Supervision and guidance by (experienced supervisors and/or colleagues (peers)supervisors and/or colleagues (peers)

• Self-evaluation, analyses, reflections on teaching and Self-evaluation, analyses, reflections on teaching and project supervision practice and documentation project supervision practice and documentation byby

• Use of teaching portfolioUse of teaching portfolio

Learning methods applied Learning methods applied during the courseduring the course

• Seminars and workshops with use of Seminars and workshops with use of presentations and discussionspresentations and discussions

• Readings in study groupsReadings in study groups

• Teaching portfolioTeaching portfolio

• Observation – supervision and supportObservation – supervision and support

• Peer observation (members in the study Peer observation (members in the study group)group)

• Evaluation statement from supervisorsEvaluation statement from supervisors

Structure/activitiesStructure/activities

• The course comprises a work load of 175 work hours ~ 7 ECTSThe 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 modulesFour blocs/3 modules • Workshops Workshops • Work with individual teaching-portfolio through-out the courseWork with individual teaching-portfolio through-out the course• Study groups (readings, discussions and reflections, feedback Study groups (readings, discussions and reflections, feedback

on the working with teaching-portfolio)on the working with teaching-portfolio)• Each participantEach participant is assigned two supervisors (One, is assigned two supervisors (One,

appointed by course leader and one, a senior faculty member appointed by course leader and one, a senior faculty member from participants department, appointed by the head of from participants department, appointed by the head of department).department).

• Evaluation-statement from the supervisorsEvaluation-statement from the supervisors• Course certificateCourse certificate• Communication to and from AAU Learning Lab by e-mail and Communication to and from AAU Learning Lab by e-mail and

the homepagethe homepage

Blocs, structure and contentBlocs, structure and contentBloc 1, Nov. 2010-Jan. 2011Bloc 1, Nov. 2010-Jan. 2011

Predominantly theoretical Predominantly theoretical introduction (60 work hours). introduction (60 work hours). Presentations in seminars. Presentations in seminars. Readings in study groups. Work Readings in study groups. Work with teaching portfolio and with teaching portfolio and pedagogic plan of action.pedagogic plan of action.

First draft of the teaching portfolio First draft of the teaching portfolio and pedagogic plan has to be and pedagogic plan has to be submitted to the two supervisors submitted to the two supervisors andand head of the course Lone K. head of the course Lone K. 31.01.1131.01.11

Bloc 2, Febr. 2011 – June 2011Bloc 2, Febr. 2011 – June 2011

Predominantly focus on teaching Predominantly focus on teaching and proj. supervision practice andand proj. supervision practice anddevelopment (40 work hours).development (40 work hours).

In February meeting with the two In February meeting with the two supervisors. Work with supervisors. Work with development of teaching. development of teaching. Observation and supervision by Observation and supervision by the two supervisors and peers.the two supervisors and peers.

Participation in workshopsParticipation in workshops

Bloc 3, August – Sept. 2011Bloc 3, August – Sept. 2011

Combined theory and practice (35 Combined theory and practice (35 work hours). Reflections on work hours). Reflections on feedback from supervisors and feedback from supervisors and self-evaluation, documented in self-evaluation, documented in portfolio. Participation in a portfolio. Participation in a workshop on reflection and workshop on reflection and development of teaching development of teaching 25 25 August.August. Revison of portfolio and Revison of portfolio and plan of action, which has to be plan of action, which has to be sent to the supervisors and course sent to the supervisors and course leader no later than 1 Oct. 2011. leader no later than 1 Oct. 2011.

Bloc 4, Oct. 2011 – Febr. 2012Bloc 4, Oct. 2011 – Febr. 2012 Concluding practical bloc (40 work Concluding practical bloc (40 work hours). Observation and hours). Observation and supervision.supervision.

Participation in workshops. Participation in workshops. Finishing the teaching portfolio. Finishing the teaching portfolio.

Concluding meeting with the Concluding meeting with the supervisorssupervisors

Evaluation statement from the Evaluation statement from the supervisors. Course certificatesupervisors. Course certificate

Module descriptionsModule descriptionsModule 1: Teaching portfolio (3 ECTS)Module 1: Teaching portfolio (3 ECTS)• The assistant professor acquires fundamental knowledge The assistant professor acquires fundamental knowledge

and understanding of the teaching portfolio as a tool for and understanding of the teaching portfolio as a tool for reflections and documentation of the development and reflections and documentation of the development and improvement of teaching and project supervision improvement of teaching and project supervision competences. Furthermore, the goal is that the assistant competences. Furthermore, the goal is that the assistant professor will be able to use the portfolio tool together with professor will be able to use the portfolio tool together with ordinary students, taking into consideration his or her ordinary students, taking into consideration his or her knowledge and experiences from using the portfolio. The knowledge and experiences from using the portfolio. The module continues during the entire course.module continues during the entire course.

Module 2: University pedagogy – didactic and learning Module 2: University pedagogy – didactic and learning (2 ECTS)(2 ECTS)

• The module focuses on university pedagogy, didactics and The module focuses on university pedagogy, didactics and learning. The assistant professors study theory, analyze learning. The assistant professors study theory, analyze their teaching practice and acquire new knowledge about their teaching practice and acquire new knowledge about their personal teaching and project supervision practice as their personal teaching and project supervision practice as basis for further development. Module 2 mainly takes place basis for further development. Module 2 mainly takes place in Bloc 1 and 3. in Bloc 1 and 3.

Module 3. Teaching- and project Module 3. Teaching- and project supervision practice. Theory and supervision practice. Theory and methods. (2 ECTS)methods. (2 ECTS)

• Participants work with development and Participants work with development and improvement of their teaching practice – improvement of their teaching practice – based on acquired knowledge about based on acquired knowledge about pedagogy, didactics and students learning pedagogy, didactics and students learning processes. Furthermore, participants work processes. Furthermore, participants work with analyzing their teaching practice while with analyzing their teaching practice while receiving supervision from supervisors. receiving supervision from supervisors. Module 3 takes place in bloc 2 and 4.Module 3 takes place in bloc 2 and 4.

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

The work process for participantsThe work process for participants

Teaching and pro-ject supervision

PRACTICE

Teaching portfolio:Descriptions/reflections

Self studies/Study groups

Participation inworkshopsPeer-

supervision

Colleague supervision and guidance

Supervision and guidance (from Supervision and guidance (from February 2011)February 2011)

• The pedagogic supervisorThe pedagogic supervisor acts as contact acts as contact person for the Ass. Professors throughout the person for the Ass. Professors throughout the coursecourse

• The department-supervisorThe department-supervisor represents the represents the participant’s professional enviroments participant’s professional enviroments

• The study groupThe study group members study theories and members study theories and provide ongoing mutual support and provide ongoing mutual support and supervision to each other supervision to each other (peer)supervision(peer)supervision – – a more symmetrical egalitarian co-operative a more symmetrical egalitarian co-operative relationship)relationship)

Study-groupsStudy-groups

• Readings are discussed in the study-Readings are discussed in the study-groupsgroups

Suggestions for work process:Suggestions for work process:• Distribute the articles among the members Distribute the articles among the members

of the groupof the group• The individual present the studied material The individual present the studied material

to the group-membersto the group-members• The presentations are followed up by The presentations are followed up by

discussions and reflections, related to the discussions and reflections, related to the practices of teaching and ’vejledning’practices of teaching and ’vejledning’

Second group discussion (4 in Second group discussion (4 in each group) 15 minuteseach group) 15 minutesWhich are, in your opinion, Which are, in your opinion, the geatest challenges for the geatest challenges for university teaching to day?university teaching to day?

NB: You are alle responsible for NB: You are alle responsible for that everyone in the group gets that everyone in the group gets the opportunity to speak. It means the opportunity to speak. It means that you have to talk, to listen and that you have to talk, to listen and to take notes. The notes must be to take notes. The notes must be summarized and written as statements summarized and written as statements on the flipover paper for presentation. on the flipover paper for presentation. (max. 5 statements from each group)(max. 5 statements from each group)

Challenges for university Challenges for university teaching in Denmark?teaching in Denmark?

• More focus on teaching at Danish universities from More focus on teaching at Danish universities from the Societythe Society

• Relevance, Effectiveness, transparency and Quality Relevance, Effectiveness, transparency and Quality in teaching and learning in teaching and learning – cost-benefitcost-benefit

• Globalisation Globalisation • Denmark is a knowledge societyDenmark is a knowledge society• Focus on competences/learning outcome: Focus on competences/learning outcome:

– Employability – mobility and lifelong learning Employability – mobility and lifelong learning (The Bologna Declaration)(The Bologna Declaration)

• Students Students diversitydiversity - (age-culture-gender) and - (age-culture-gender) and expectationsexpectations

Focus is supported byFocus is supported by

• National and international evaluations National and international evaluations – e.g. the Danish Evaluation Institute (EVA) e.g. the Danish Evaluation Institute (EVA)

and the OECD, 2004and the OECD, 2004• The Bologna Process The Bologna Process (harmonising, (harmonising,

transparancy)transparancy)

• Statements from Statements from – the Danish Ministry of Science, Education the Danish Ministry of Science, Education

and Innovation - 2006 and Innovation - 2006 – The Globalisation Council - 2006 The Globalisation Council - 2006

Some consequenses for Some consequenses for universities and staffuniversities and staff

• New reforms and educational New reforms and educational programmes/flexibility/transparencyprogrammes/flexibility/transparency

• Long distance education and learning Long distance education and learning programmesprogrammes

• Subjects, disciplines and knowledge are to be Subjects, disciplines and knowledge are to be discussed continuiouslydiscussed continuiously

• New teaching forms with much more involvement New teaching forms with much more involvement of students in teaching and learning processses of students in teaching and learning processses (making them more responsible and supporting (making them more responsible and supporting their motivation)their motivation)

Challenges (two fold)Challenges (two fold)

1.1. The academic teachers have to be The academic teachers have to be professional in doing research and professional in doing research and in teaching – in teaching – and and in many other in many other things…ANDthings…AND

2.2. The university has to create an The university has to create an organisation that supports the organisation that supports the teachers in working professionally teachers in working professionally

Planned workshops (so far) in Planned workshops (so far) in Bloc 1, 2 and 3Bloc 1, 2 and 3• 27. October 2009 (all day). 27. October 2009 (all day). Generel introduction in danish Generel introduction in danish • 28. October 2009 (all day). 28. October 2009 (all day). General introduction in english. General introduction in english.

Starting the study group work Starting the study group work • 5. April 2011 (all day).5. April 2011 (all day). Training of body and voice by Dean Training of body and voice by Dean

Gunnar Horn, Agder Universitet, Kristiansand Gunnar Horn, Agder Universitet, Kristiansand (in English )(in English ) • April/MayApril/May (half day)(half day) ICT-supported teaching and learning (in ICT-supported teaching and learning (in

English)English)• 25. August 2010 (1 day)). 25. August 2010 (1 day)). Teaching – feedback – reflections. Teaching – feedback – reflections.

Prof. Phil Race, Leeds Metropolitan University and Lone Krogh Prof. Phil Race, Leeds Metropolitan University and Lone Krogh 

• (Dates for workshop in Bloc 4 (Autumn 2011 will be announced (Dates for workshop in Bloc 4 (Autumn 2011 will be announced during Spring 2011)  But there will be 2 workshops, one about during Spring 2011)  But there will be 2 workshops, one about evaluation and assessment and one about Project pedagogy evaluation and assessment and one about Project pedagogy and the role of the supervisor         and the role of the supervisor        

                 

Contact and informationContact and informationLone Krogh, courseleader – Lone Krogh, courseleader –

lkr@learning.aau.dklkr@learning.aau.dk – tlf. 9940 – tlf. 9940 80078007

Tina Jessen, secretary -Tina Jessen, secretary - tjtj@learning.aau.dk-@learning.aau.dk- tlf. 9940 9960 tlf. 9940 9960

InformationInformation

• AAll documents concerning the course are made ll documents concerning the course are made available at: available at: http://http://www.learninglab.aau.dkwww.learninglab.aau.dk/index.php?id=9148/index.php?id=9148

• The documents may be guidelines, programmes The documents may be guidelines, programmes for workshops, articles, presentations from for workshops, articles, presentations from workshops, etc. - Participants will be notified by e-workshops, etc. - Participants will be notified by e-mail whenever new documents are available. mail whenever new documents are available.

• We keep in touch by e-mail, so please remember We keep in touch by e-mail, so please remember to advise the secretary, if you change your e-mail to advise the secretary, if you change your e-mail addressaddress

ReflectionReflection

””A university which fails in doing ’imaginatively A university which fails in doing ’imaginatively imparting information’ in university teaching has no imparting information’ in university teaching has no reason for existence. This atmosphere of excitement, reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer af invested with all its possibilities. It is no longer af burden on the memory: it is energising as the poet of burden on the memory: it is energising as the poet of our dreams, and as the architect of our purposes. our dreams, and as the architect of our purposes. Imagination…..enables men to construct an Imagination…..enables men to construct an intellectual vision of a new world, and it preserves intellectual vision of a new world, and it preserves the zest of life by the suggestion of satisfying the zest of life by the suggestion of satisfying purposes.”purposes.” (Whitehead, 1929. p. 139)(Whitehead, 1929. p. 139)

(Alfred North Whitehead (1861-1947), British mathematician, logician and (Alfred North Whitehead (1861-1947), British mathematician, logician and and philosopher)and philosopher)