Training courses

How to design a course

Do you need to develop a new course or to redesign or further develop one of your existing courses? In three half-day sessions, the ‘How to design a course’ training covers the entire design cycle to allow you to design or redesign your course on the basis of a sound analysis. The sessions also offer space to share your experiences and receive feedback on the various elements of your course design. This training is also eminently suitable for lecturers who are working on the BKO qualification.

How to give a lecture

This training focuses on the following questions: How do I come across as a lecturer when I give a lecture? How do I structure my lecture? How do I reach my students? Which activating teaching methods and tools can I use? In the sessions we will be using the theory from the reader and some practical exercises to practise the skills required to give an interactive and exciting lecture. We will work with both oral feedback and video recordings.

How to supervise a workgroup

How can I ensure that my students actually work in the workgroups? Which instruments can I use in this context? Can I motivate my students to prepare better? These and other questions are covered in the training ‘How to supervise a workgroup’.

Blended learning

Blended learning is a combination of online learning and face-to-face instruction. But how does this combination look in practice? How do you consider the most appropriate ‘blend’? This requires a tailor-made approach, in which didactics play a leading role. This training is also eminently suitable for lecturers who are working on the BKO qualification.

Testing and assessment

Examinations are often the driving force behind a curriculum. Students want to know what they have to do to prepare for the examination and how their exam or paper will be assessed. This is not so strange: after all, they are being judged by their results. But what about the level of the tests themselves? How are the questions formulated? Do they match the course objectives? Where does the boundary lie between a pass and a fail?

Supervising thesis students

Writing a thesis is a struggle for many students. How can lecturers make sure that it does not turn into an obstacle for both parties? In other words: what does optimal thesis supervision look like, and how far does your responsibility stretch?