In many universities, students are asked to evaluate the quality of the teacher and of some other aspects of courses they have followed. Recently, a meta- evaluation has been conducted focused on the question if students will learn more from ‘good’ teachers. The main conclusions from this research study were:

“Students do not learn more from professors with higher student evaluation of teaching (SET) ratings.” ……. .”Re-analyses of previous meta-analyses of multisection studies indicate that SET ratings explain at most 1% of variability in measures of student learning. New meta-analyses of multisection studies show that SET ratings are unrelated to student learning.” Read More →

BV-databank (bijvoorbeeld-databank) bevat didactisch materiaal en praktijkvoorbeelden van activerend hoger onderwijs. Over BV databank

Didactische informatie Advanced organizer  Gepost: 21/04/2015David Ausubel die deze notie voor het eerst omschreef in de jaren 1960 beklemtoont dat goede advance organizers meer doen dan een opsomming van sleutelbegrippen aanreiken, wat via een inhoudstafel kan gebeuren.  Advance organizers helpen de student om de informatie die volgt beter te verwerken omdat ze: Read More →

FLIP it, June 2016. There’s so much buzz about the flipped classroom model. From K-12 to higher education settings, from corporate training to continuing education, instructors around the world are talking about how to use inverted instructional design to engage students and improve the learning experience. It’s easy to get caught up in the excitement!

However, as I travel across the U.S. and speak with educators, it’s not uncommon for me to hear: “I tried it and it didn’t work at all” or “Students hated it” or “It took too much time” or “I’m never doing THAT again!” Read More →

Overgenomen van de webiste van het RISBO, Erasmusuniversiteit. De Senior Kwalificatie Onderwijs (SKO) is een vervolgtraject op de Basis Kwalificatie Onderwijs (BKO). In dit traject ligt de focus op het innoveren van het eigen vak op basis van studentevaluaties, wetenschappelijke literatuur en innovatieve ontwikkelingen. Onderdeel van de SKO is dat we het effect van de innovatie gaan onderzoeken. In de functieprofielen van de Erasmus Universiteit Rotterdam maakt het behalen van de SKO deel uit van de criteria die verbonden zijn aan de functie van Universitair Hoofddocent (UHD). Read More →

Aims of the Framework

The UK Professional Standards Framework:

1. Supports the initial and continuing professional development of staff engaged in teaching and supporting learning

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional settings

3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning

4. Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning

5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities.

The UK Professional Standards Framework for teaching and supporting learning in higher education, 2011

Participating organisations