Course Didactics for Continuing Education

Date: Session 1 - 29 January 10-16h

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 literature available. Time investment for this is 1-4 hours.

Date: Session 2 - 12 February 10-16h

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.

Date: Session 3 - 23 April 13-16.30h

Between sessions 2 and 3, the participants work on their own challenge or case study. During this period, 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 resulta to each other. Based on the conclusions from their case study and additional input, we will jointly choose a few themes to explore in more depth.

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

• 4 online peer-feedback sessions on 19 February, 5 March, 19 March, and 2 April from 9-10 hours
• an individual coaching session of 1 hour
• working on your own challenge or case study: 10 hours