Charles University’s Pedagogium platform invites 4EU+ academic staff to join a series of online courses focused on pedagogical development. These workshops aim to support university educators in designing meaningful, engaging, and evidence-informed learning experiences.
All of these online courses are grounded in the Framework for Effective Teaching at Charles University. They are designed to support university educators in enhancing their pedagogical competencies through practical, evidence-informed strategies.
Registration: Please use the registration link under each course description to apply.
Eligibility: Open to academic staff from all 4EU+ universities and are free of charge. Please note: The courses are not open to bachelor’s or master’s students, nor to participants of lifelong learning programmes.
Participation: Selected participants will receive a confirmation and a reminder one week before the course takes place.
Contact: For any further questions, please contact Jaroslav Pěnička, jaroslav.penicka@ruk.cuni.cz - 4EU+ Virtual Centre.
Register here
Discover how to design courses and lessons that foster deep learning and improved student outcomes. This workshop introduces practical strategies for aligning your teaching objectives, activities, and assessments. Transform your teaching approach to ensure that your students achieve the learning outcomes through targeted, purposeful instruction.This workshop begins with an introduction to the fundamental concepts of purposeful lesson design, emphasizing the importance of clear, aligned learning outcomes. Participants will learn how to craft precise, measurable outcomes that set the stage for effective teaching. We’ll then delve into the integration of these outcomes with teaching activities and assessment methods, ensuring that each element reinforces and supports the others. Through a combination of theoretical insights and practical examples, you’ll gain the skills needed to create an engaging, student-centered learning experience that promotes deeper understanding and long-term retention.
Learning outcomes:
By the end of the workshop, participants should be able to:
explain the principles of Constructive Alignment and its significance in higher education
design teaching activities that effectively align with the defined learning objectives
develop assessment methods that accurately measure student achievement of learning outcomes
assess the alignment between learning outcomes, teaching activities, and assessment methods in their classes
identify areas for improvement in their class design and implement revisions based on alignment evaluation
Competences developed in the course:
The course develops competences falling under Pillar 1 (Teaching and learning planning and design), Pillar 2 (Managing the teaching and learning process) and Pillar 4 (Reflective teaching and teacher professional development) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:
1. 2. The teacher sets learning outcomes for their course and individual classes and chooses suitable methods of measuring their attainment.
1. 3. The teacher selects teaching strategies that contribute to achieving the expected learning outcomes and adapts them to the students’ needs.
1. 4. The teacher utilizes techniques for effective class preparation.
2. 3. The teacher utilizes a variety of strategies that promote student active learning.
4. 1. The teacher evaluates the extent to which expected learning outcomes have been achieved for a given course or individual class.
“Failing to plan is planning to fail,” writes G. Petty in his book Teaching Today, highlighting the importance of careful and strategic planning to help students achieve the expected learning outcomes.This workshop will guide you through the key steps in planning effective classes. You will learn:
how to properly define learning outcomes,
how to select appropriate classroom activities,
how to design lessons that support the achievement of desired outcomes.
Participants will explore strategies for creating effective classes that not only align learning outcomes, instructional activities, and assessment methods but also help maintain student attention and enhance their motivation to learn. We will discuss how to structure lessons in the most effective way — from the introductory phase, through the core of the lesson, to the final summary. During the course, we will aim to answer the following questions:
How can learning outcomes be defined?
How can classroom activities be selected to align with the learning outcomes?
How can classroom activities be selected to align with assessment methods?
What needs to be taken into consideration to avoid information overload?
Participants formulate learning outcomes that are specific and measurable.
Participants design classroom activities that align with the defined learning outcomes and promote active student engagement.
Participants design classroom activities that align with the planned assessment methods.
Participants structure a lesson in a way that supports the learning process, maintains student attention, and minimizes cognitive load.
The course develops competences falling under Pillar 1 (Learning and teaching planning and design), Pillar 2 (Managing the learning and teaching process) and Pillar 4 (Reflective teaching and teacher professional development) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:
1.2 The teacher sets learning outcomes for their course and individual classes and chooses suitable methods of measuring their attainment.
1.3 The teacher selects teaching strategies that contribute to achieving the expected learning outcomes and adapts them to the students’ needs.
2.1 The teacher motivates students to master the competences defined in the course.
2.3 The teacher utilizes a variety of strategies that promote student active learning.
2.6 The teacher monitors the purposeful use of class time and is able to respond to the development of unpredicted situations.
4.1 The teacher evaluates the extent to which expected learning outcomes have been achieved for a given course or individual class.
As an academic teacher, it’s important to recognize how implementing group activities without proper design and management can pose several risks: unequal participation, conflict and disagreements, off-task behavior, lack of accountability, ineffective learning, negative group dynamics, frustration and demotivation. To mitigate these risks, it’s essential to understand how to structure, facilitate, and manage group activities effectively. That why in this workshop we will work together on setting clear expectations, providing guidelines, monitoring group progress and fostering an environment where all students feel valued and engaged.
Reflect on current teaching practices related to group activities.
Identify potential challenges and risks associated with group activities, such as unequal participation, conflicts, and off-task behavior.
Demonstrate the ability to tailor group activities to address potential challenges and enhance positive outcomes.
Develop strategies to enhance active participation and engagement in group activities.
Identify areas for improvement and incorporate new strategies learned in the workshop into future teaching methods.
The course develops competences falling under Pillar 1 (Learning and teaching planning and design) and Pillar 2 (Managing the learning and teaching process) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:
Pillar 1: The teacher selects teaching strategies that contribute to achieving the expected learning outcomes and adapts them to the students’ needs.
Pillar 2: The teacher utilizes a variety of strategies that promote student active learning.