777 plataforma

This pathway is characterized by openness (understood as lecturer having own personal goals, ambitions, needs, etc.) and flexibility (understood as freedom to choose). It is more of an open space for CPD, with lecturers choosing and/or building their own pathway. A lecturer does not make a predetermined plan for CPD in this pathway. The lecturer considers professional development options on an ‘ad hoc basis’. This gives lecturers the opportunity to make choices on their CPD on-the-go, on short notice, and contributing to short term needs, without a long-term plan or explicit career ambition in teaching. Examples of ad hoc learning questions are:

• How can I make an educational video?
• What do my colleagues think about AI in their teaching?
• How can I make my lectures more engaging for students?
• How can I improve my teaching, according to my colleagues?

Multiple short-term learning questions can be relevant at the same time, and can result in participating in a variety of CPD activities on several topics. It can also result in a more ‘conservative development path’ in which a lecturer does not spend much time on personal development in teaching.

CPD activities in Pathway 1 are mostly hands-on, practical, and inspirational. They can involve informal and formal learning.

The lecturer keeps track of their CPD activities, time investment, and learnings. In their annual review, the lecturer reflects on the learnings from CPD activities and, possibly, formulates next steps for the upcoming year. in which teaching tasks and development dimensions are visualized can be helpful to determine if CPD activities are aligned, and if there are possibilities to strengthen the professional development of the lecturer.

In this pathway, a lecturer formulates a midterm or longer-term teaching development ambition (connected to personal and/or team ambitions). This ambition is the center of choosing CPD activities. 

The lecturer formulates an ambition together with leadership, and/or a teaching team, and/or a coach. This helps align the ambition with needs and possibilities. 

The personal ambition is translated into a learning question (which is broader than the questions posed in pathway 1). Examples can be:

• How can we make assessment in CBL projects in department X more valid and reliable?
• How can we, as a teaching team, motivate students to take ownership of their learning process?
• How can I make my teaching more inclusive?
• How can we incorporate learning analytics in our education?

The choices a lecturer makes for CPD activities are linked to the specific learning question and the way a lecturer would like to learn (for instance -- formally or informally, together with peers or individually, etc.). The lecturer can be supported by a coach, who is aware of the personal ambition of the lecturer and the CPD offerings inside and outside 777 plataforma. 

Examples of CPD activities are attending workshops, lectures, peer-to-peer learning, participating in learning communities, doing a pilot of their own practice, attending conferences, publishing about their learnings, etc. The lecturers keep track of their CPD activities, time investment, and learnings related to their ambition. 

In their annual review, the lecturer reflects on the learnings from CPD activities related to their ambition and learning questions, and formulates next steps for the upcoming year. in which teaching tasks and development dimensions are visualized can be helpful in making choices in the annual review. In this way, the CPD is aligned with ambitions in the department.

Pathway 3 is based on the lecturer's ambition, oriented to follow a predetermined program. This pathway has a lot of overlap with pathway 2.

Such a program is extensive and has a fixed time investment. In the table below, an estimated number of hours is provided, following findings from the research among Dutch universities.  It results in a certificate that determines the quality of the program and level of development (). This makes it easier to obtain (inter)national recognition for the quality of your teaching.   

Examples of activities are a summer school, an extensive course, etc. In pathway 3, the same way of reflecting on CPD in annual reviews is proposed as in pathway 2.