Becoming an Educational Developer: Strategies and Tools (11301)
Basic information | |||||||||
| Charles University | |||||||||
| Becoming an Educational Developer: Strategies and Tools | |||||||||
| admission procedure in progress | |||||||||
| Blended | |||||||||
| English | |||||||||
| Becoming an Educational Developer: Strategies and Tools | |||||||||
| The course is designed to prepare participants to perform educational development, work at a teaching and learning centre, with specific training in the tools, methods and strategies to use in providing faculty development to teachers; mechanisms to promote cultural competence and reflective practices in all community members; providing motivation to faculty for both themselves and their students; steps in designing studies on teaching and learning; and contributing to larger-scale changes at the faculty and university in focusing in quality teaching. | |||||||||
| - Module 1: February 7, 12,00-16,30 (in-person) – Malá zasedací síň (Small conference room) - Module 2: February 14, 12,00-15,30 (online) - Module 3: February 28, 12.00-15.30 (online) - Module 4: March 7, 12.00-15.30 (in-person) – Kampus Hybernská, D3 cowork - Module 5: March 21, 12.00-15.30 (online) - Module 6: March 28, 12.00-15.30 (online) - Module 7: April 11 12.00-15.30 (in-person) – Kampus Hybernská, D3 cowork - Module 8: April 15, 14:00 – 17:00 (online) - Module 9: April 25, 12,00-16,30 (in-person) – Kampus Hybernská, D3 cowork - Module 10: May 9, 12.00-15.30 (online) - Module 11: May 16, 12.00-15.30 (online) - Module 12: May 23, 12.00-15.30 (online) - Module 13: June 13, 12.00-15.30 (in-person) – Malá zasedací síň (Small conference room) Participants must attend at least 75% of all synchronous sessions. Participants will collect various portfolio elements throughout the semester. These elements are described below / Účastníci budou v průběhu semestru shromažďovat různé prvky portfolia. Tyto prvky jsou popsány níže: Module 1: Reflect on your initial goals and initial synchronous meeting and modify goals/plan Module 3: Identify what can you do for enhancing students' motivation. Module 4: Perform peer observation and give feedback debriefings. Module 5: Reflect on the examples of cultural crash in HE. Module 6: Identify a particular educational development need at your faculty; make an "ideal offer" for the faculty. Module 7: Reflect on pros and cons of various reflective practices and sketch a personal action plan. Module 8: Conduct semi-structured interviews with one early career academic, analyse the interview and write a report. Module 9: Complete a reflective task; make a plan to stay updated on educational technology. Module 11: Reflect on what “culture of teaching” changes you would like to see at your faculty and identify a few concrete steps you could take to help facilitate those changes. Module 12: Identify a problematic situation you have been a part of and how you might address it given the strategies discussed. Module 13: Develop 5-year educational development plans including resources and support needed. |
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| min. B2 English level according to CEFR guidelines Master's degree Participants in the programme are selected by the programme coordinator based on an evaluation of their CV and motivation letter.. |
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| At the end of this course, participants should be able to: describe the range of programming and support structures that a Teaching and Learning Centre can provide, including the specific value and limitations of each type of structure, choose, design and implement a variety of these programming and support tools as appropriate to the faculty, goals and audience, use established or tailored tools to provide classroom observations and effectively communicate to teachers the result of such observations, assist teachers in choosing the proper educational technology tools for their goals. develop their own cultural competence in pedagogy and implement specific techniques for assisting the development of such competence in the teachers in their faculty find and use educational research studies to assist teachers in addressing pedagogical challenges identify and provide specific, evidence-based strategies for individual faculty members to use in reaching a specific pedagogical goal or addressing a specific pedagogical challenge describe and prepare specific mechanisms for assisting new faculty members to develop their pedagogical skills and reflectively improve their teaching practice describe their individual professional goals within their role, including their long-term goals for the community of teachers at their faculty, and feel confident in many of the steps needed to achieve them. |
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Accreditation | |||||||||
| 11000 - Univerzita Karlova | |||||||||
| 437/2024 | |||||||||
| 27.11.2024 | |||||||||
| 27.11.2034 | |||||||||
Further detailed information | |||||||||
| 4 | |||||||||
| 102 (total number of hours) | |||||||||
| Education science (0111) | |||||||||
| Level of attendance Portfolio |
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| 27.11.2024 | |||||||||
| 27.11.2034 | |||||||||
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| Institutional Quality Assurance | |||||||||
| Ensured by CU’s IEB as a part of the internal quality assurance process | |||||||||
| Ensured by CU’s IEB as a part of the internal quality assurance process | |||||||||
Date and venue of the course | |||||||||
| 07.02.2025 | |||||||||
| 13.6.2025 | |||||||||
| 2024/2025 | |||||||||
Information for applicants | |||||||||
| 15 | |||||||||
| 0 Kč / course | |||||||||
| 16.12.2024 | |||||||||
| 17.01.2025 | |||||||||
| Mgr. Bartłomiej Wróblewski | |||||||||
| bartlomiej.wroblewski@ruk.cuni.cz | |||||||||
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| Participants in the programme are selected by the programme coordinator based on an evaluation of their CV and motivation letter. | |||||||||
Enrolment information | |||||||||
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