EFFECTIVE PRACTICES DATABASE
title	e-Competence in K.U.Leuven Belgium
background	Until some years ago, all newly appointed teachers were offered a teacher training that mainly focused on lecturing and evaluation (especially with respect to multiple choice testing). The recognition of the potential of ICT for education lead (a) to the implementation of a new educational concept for K.U.Leuven's education and (b) to the acquisition of an e-learning platform in which this concept could be realised. As educational concept "guided independent learning" was chosen as a comprehensive approach that could/would affect both traditional formats of teaching and (mainly web based or supported) independent learning by the student. The e-learning platform "Toledo" (Toetsen en Leren Doeltreffend Ondersteunen; Effective support of Assessment and Learning) is an integration of Blackboard(TM), Question Mark(TM) and knowledge pool repository system Ariadne. However, this implementation forced the rethinking as well as extension of the used teacher training.
practice	A Toledo-project and Toledo-team were created (Buelens, Roosels, Wils & Van Rentergem), and several support initiatives taken. The faculty development programme "The Digital Chalk" aims at helping faculty acquire all necessary competencies to integrate the electronic platform in their teaching practice and support students in their "guided independent learning". The Digital Chalk training consisted of four elective modules: an introductory module, a design module, a module about information delivery and one about communication facilities. It focused on the development of necessary competencies as well as insight in the influence of information on learning, and concentrated on the information delevery and communication capabilities of the Toledo platform. Each module session lasted 3 hours, offered over a periode of about 8 months. It consisted in a mix of (a) reflection on the own teaching practice, (b) demonstrations of examples of good practice and (c) assignments. These had to be worked out in between the training sessions through the use of the platform. Concrete "technical" instruction in the use of the platform elements was offered through a separate series of information and hands-on training sessions that addressed the whole university community. The Toledo team as well as the University Education Support Office provided individualised support for the Digital Chalk trainees for the elaboration of their assignments, which had to lead to usefull instructional materials. Additional technical support could be found in the Toledo helpdesk. The book "Muizen in het auditorium" (Mouses in the lecturing theatre), written by the trainers team as the result of a former teacher training, provided background information on various aspects of learning, instructional design, use of educational media, organisation of education, etc.
benefits	Most trainees found the training very helpful and both trainers and trainees were enthusiastic about using the participants' questions as an entry for exercises and discussion, as this responded clearly to the immediate needs of most participants. The instrumental use of the platform to solve educational problems (through assignments) confronted the participants with the potential as well as consequences of the university's pedagogical concept of guided independent learning. The fact that extensive support is available (and used) to elaborate on the assignments - for many of the participants their first experiences with the development of e-learning materials in general an with the Toledo platform in particular - is an additional benefit.
shortcomings	A quick check of the e-courses set up by participants after the training revealed however that most of them still design their e-teaching from a teacher perspective. Also the integration of the platform in their regular teaching practice remains marginal. In repetitions of this training, more hand-on experience should be scheduled (more extensively), models and concrete examples provided (preferably in the platform itself), and where possible the support should be provided "just-in-time" (i.c. the training scheme should where possible be adapted to the stages that the teachers go through while making their e-courses, instead of forcing them to pay attention to specific aspects on the basis of an external training scheme.
future plans	The training course is being updated, repeated and extended (involving a growing number of staff). It is tried to back-up the participants not only by central support, but also by support staff at faculty/departmental level. It may be considered to use the former trainees as mentors for the actual ones.
other references
urls	https://ep.eur.nl/retrieve/2842/ 26+One+year+E-learning+at+the+K.U.Leuven.pdf  http://e-learning.surf.nl/docs/e-learning/ laga_clement_buelens_oecr.pdf
costs
replicability	3
effectiveness	3
notes	The materials are all in Dutch and very much related to the particularities of the used e-learning platform. Translation is not foreseen. However, the concept of the training and its format can be used by others.
contact	Jef Van den Branden, K.U.Leuven Belgium;   jef.vandenbranden@avnet.kuleuven.ac.be>jef.vandenbranden@avnet.kuleuven.ac.be

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