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UTQ Module - Designing

Registering for this UTQ module before the UTQ/BKO intake meeting with an educational advisor of the department of Educational Support & Innovation is not permitted. Read more and register for the intake meeting on the UTQ/BKO page.

In this module, we focus on the level of constructive alignment between the learning outcomes, teaching and learning activities, and assessment tasks in one of the courses you are teaching. We reflect on the way your course fits with the curriculum and the vision of your faculty. Besides this, you learn how to design courses that take a diverse student population into account. By doing assignments you work on the (re)design of your course.

  • Contact docentprofessionalisering rug.nl

Dates

Module March/April 2024 (fully booked!)
Workshop 1: Friday 8 March (9.30 a.m. - 1 p.m.)
Workshop 2: Friday 5 April (9.30 a.m. - 1 p.m.)

Module May/June 2024
Workshop 1: Thursday 16 May (9.30 a.m. - 1 p.m.)
Workshop 2: Thursday 13 June (9.30 a.m. - 1 p.m.)

Module September/October 2024
Workshop 1: Tuesday 10 September (9.30 a.m. - 1 p.m.)
Workshop 2: Tuesday 8 October (9.30 a.m. - 1 p.m.)

Module October/November 2024
Workshop 1: Wednesday 16 October (9.30 a.m. - 1 p.m.)
Workshop 2: Wednesday 13 November (9.30 a.m. - 1 p.m.) 

Module November/December 2024
Workshop 1: Tuesday 5 November (9.30 a.m. - 1 p.m.)
Workshop 2: Tuesday 3 December (9.30 a.m. - 1 p.m.)

Target group
University teachers in the UTQ programme.
Study load

30-35 hours (including on-site workshops)

Number of participants
Maximum of 32 participants
Main language
English
Price
Free of charge, if you are in the UTQ programme.
Time
2 half days
Location
All workshops are on-site (Zernike campus). It's not possible to join online.

Learning outcomes

After completing the training, you will be able to:

  • Design a course according to Bigg's constructive alignment principles.
  • Formulate SMART learning outcomes with the support of Bloom's taxonomy.
  • Reflect on how your course aligns with other courses in the curriculum and the faculty vision.
  • Design a course that takes different preconditions, such as students' educational background, into account.
  • Redesign parts of a course based on course evaluations.
Last modified:21 February 2024 2.28 p.m.
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