The BKO track is intended for lecturers and university lecturers (UD) who wish to obtain a university teaching qualification.
At request of the University Council and the Board of Governors of the University, ICLON developed a course to prepare PhD’s and Teaching Assistants for their tasks as a beginning teacher. During the last few years more than 300 PhD’s and TA’s already participated in the 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.
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 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 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.
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?
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?
When you become a member of a board of examiners, you are faced with many questions. What tasks, responsibilities and authorities does the board of examiners have? How do the board of examiners, department administration and faculty board relate to each other?
Learn in this practical programme how video materials can enrich your teaching.