Course Didactics for continuing education

In session 1, we will focus on the vision on Continuing Education and the characteristics of Continuing Education. What are the reasons for promoting lifelong learning? What does the organisation want to achieve with Continuing Education, and what role are you willing and able to take in this? Furthermore, we will look at the characteristics, needs, and expectations of professionals and pay attention to the characteristics of Continuing Education. To what extent is it different from education for initial students?

Time investment: 6-hour session + 4 hours of preparation.

We expect participants to have knowledge of didactics on the UTQ-level and be familiar with the principles of constructive alignment, formative and summative assessment, and theories on motivation. For participants who want to supplement or refresh their knowledge on educational design we have a module ‘Refreshing prior knowledge’. Time investment for this is 1-4 hours.

In session 2, we will focus on the design and the content of Continuing Education. How to achieve Continuing Education that is attuned to the field and the participants? How do you design Continuing Education to what professionals want and need to further develop themselves? Which supervision style fits with the needs and characteristics of professionals? Which difficult situations can be encountered in Continuing Education groups, and how do you handle them? In this session, you will learn to make conscious choices for course design, work forms, supervision, and assessment methods that suit professionals.

Time investment: 6-hour session + 6 hours of preparation.

Between sessions 2 and 3, the participants work on atelier assignments in which there is room for personal learning goals and working on preparing or designing their own Continuing Education. During this period, exchange and discussion is possible via the Ulearning platform, four (online) peer-feedback sessions take place, and participants receive an individual coaching session.

Session 3 is a concluding session in which participants present their assignments and findings to each other. Based on the conclusions from the atelier assignments and additional input, we will jointly choose a few themes to explore in more depth.

Time investment: 4-hour session + 15–20 hours of preparation in total, namely:

• 4 online peer consultation sessions on 19 February, 5 March, 19 March and 2 April from 09:00–10:00
• one individual coaching session of 1 hour
• working on one’s own case or teaching challenge: 10 hours