What is the current status with UM CPD?
UM’s CPD activities usually give you the opportunity to come together and learn from the experiences of others in order to further innovate your teaching practices. Unfortunately, in these difficult times, our face-to-face CPD offering has been postponed but please check back with us in the coming weeks to find out what online CPD events we may be able to offer, these will be listed below as well as on Facebook or LinkedIn.
So how can I fulfill my CPD hours this academic year?
As you are no doubt already aware, due to the Covid-19 crisis all UM teaching activities are currently migrating online. Although UM has set up a host of digital facilities, as well as tips & tricks to support this, we appreciate that online education is new for many of our teaching staff and that this has created a great demand for new knowledge and skills in this area.
To demonstrate UM’s appreciation to all our teaching staff who are currently putting in time and energy into upskilling for this digital switch, the Executive Board wishes to formally recognize the formal and informal learning process they are engaging in by regarding this as the fulfillment of their Continuing Professional Development hours for this academic year. To ensure this is taken into consideration, please keep your line-managers up to date with the relevant activities you have undertaken.
For questions or further support with your CPD, please contact your faculty CPD coordinator.
Upcoming Online CPD activities
Read to succeed: Professional development book club
EDLAB is looking to start a book group as part of our CPD offering. This idea has been proposed by UCM lecturer and BoE Chair, Peter Vermeer who will also facilitate this activity. We will start off by reading “Education in the Open Society – Karl Popper and Schooling” by Richard Bailey and discussing the relevance of this book for our (CCCS) educational philosophy.
“In the book it is argued that epistemology, or the theory of knowledge, must lie at the heart of every educational theory, whether it is explicit or not.”
This activity is open to all UM teaching staff who are eligible for CPD (with a minimum of 8 people required to go ahead). The format of how we will discuss the content will be on the agenda for the first meeting, so together we can decide how to shape the club and go forward.
“Popper’s fundamental insight was that knowledge grows, not through the buildup of certain information but through continual correction, alteration and rejection of earlier knowledge.”
Register your interest below, before April 24.
And click here to find out more about the chosen book:
Education in the open society – Karl Popper and schooling
Routledge; 1 edition (November 7, 2019)
Author Richard Bailey
Webinar | Assessment as an opportunity to learn: towards a feedback culture in university education
14 May 2020 | 14:00 – 15:00h
Because assessment often drives students’ learning, it is worthwhile to reconsider the value of assessment in university education. The aim in this bootcamp is threefold. First, it is outlined how the formative and summative purpose of assessment can be balanced within the curriculum. This implies a clear definition of formative and summative, whereby insight will be provided I the main strategies of formative assessment. Second, more concrete examples are presented how formative assessment can be put into practice, and what the consequences are for the role of both teachers and students. One is these examples focuses on the organisation of effective feedback processes. Third, some implications for practice are presented: What does the road towards a feedback culture asks from teachers and students? What are the steps to take? With this bootcamp, I hope to inspire the participants to take a renewed view on current assessment practices and invite them to have a constructive dialogue.
Online Session | A reflection on 'problems' in PBL Task Design
19 May 2020 | 12:00 – 13:30h
Students do not always execute a proper pre-discussion that evokes self-study motivation and mobilizes pre-knowledge. Students handle tasks as if they were little puzzles wherein keywords are hidden by the course designer to be discovered. During the pre-discussion, students merely list those keywords on the board, but once that is done, the brainstorm does not take off. I have coined this uninformed pre-discussing and shallow brainstorming as concept darting, which has detrimental effects on PBL. I argue that a significant part of the solution to challenge our students lies in carefully designing problems. But what could such problems entail?