6. Project outline
• Erasmus+ Programme (Nr.: 2020-1-NL01-KA226-HE-083080)
• April 2021 - March 2023
• Coordinator: European Association of Distance Teaching Universities
• Partners:
‐ Open Universiteit, the Netherlands (OUNL)
‐ Technische Universiteit Delft (TU Delft), the Netherlands
‐ Universitat Oberta de Catalunya (UOC), Spain
‐ Fédération Interuniversitaire de l’Enseignement a Distance (FIED), France
‐ Universita Telematica Internazionale (UNINETTUNO), Italy
‐ Dublin City University (DCU), Ireland
‐ KU Leuven, Belgium
9. Project outline - Aim
• Professional development for digital teaching and learning.
• Design, developing and implementing CPD courses on
respectively synchronous hybrid, blended and online
teaching.
• Optimize models, guidelines and pedagogies to mature and
high quality education.
• This will accelerate the Modernization Agenda and the digital
transformation of education systems across Europe.
10. Project outline - Objectives
• Explore and forecast educational needs of teaching staff and learners within
and after the COVID+ era;
• Exchange expertise between researchers and innovators on synchronous
hybrid, blended and online distance learning, optimizing models and
guidelines for short-term and future CPD;
• Design, plan and develop continuing education courses enabling anyone
involved in course and curriculum development in adapting to hybrid, blended
and online distance learning;
• Organise three course cycles in a CPD programme for digital education;
• Empower student readiness for digital learning by an online course and
integrating the “student voice’” in all learning scenarios;
• Reinforce the ability of universities to provide high quality, inclusive and
scalable digital education.
11. Project outline - Objectives
• Explore and forecast educational needs of teaching staff and learners within
and after the COVID+ era;
• Exchange expertise between researchers and innovators on synchronous
hybrid, blended and online distance learning, optimizing models and
guidelines for short-term and future CPD;
• Design, plan and develop continuing education courses enabling anyone
involved in course and curriculum development in adapting to hybrid, blended
and online distance learning;
• Organise three course cycles in a CPD programme for digital education;
• Empower student readiness for digital learning by an online course and
integrating the “student voice’” in all learning scenarios;
• Reinforce the ability of universities to provide high quality, inclusive and
scalable digital education.
12. Project outline – Output
• IO 1: Building a strategic partnership for digital education responding to the
needs of universities during the Corona crisis and beyond - Leader OUNL
• IO 2: Design, development and implementation of continuous professional
development for synchronous hybrid education - Leader KU Leuven
• IO 3: Design and development of continuous professional development for
blended education and teaching - Leader TU Delft
• IO 4: Design and development of continuous professional development for
online and distance education - Leader UOC
• IO 5: The design of course modules to enhance students’ readiness for digital
learning - Leader DCU
• IO 6: Institutional policies and strategies for digital education - Leader EADTU
13. Project outline – Output
• IO 1: Building a strategic partnership for digital education responding to the
needs of universities during the Corona crisis and beyond - Leader OUNL
• IO 2: Design, development and implementation of continuous professional
development for synchronous hybrid education - Leader KU Leuven
• IO 3: Design and development of continuous professional development for
blended education and teaching - Leader TU Delft
• IO 4: Design and development of continuous professional development for
online and distance education - Leader UOC
• IO 5: The design of course modules to enhance students’ readiness for digital
learning - Leader DCU
• IO 6: Institutional policies and strategies for digital education - Leader EADTU
14. Project output - Courses
Focus:
• (evidence-informed) continuous professional development
Target group:
• professionals involved in course and curriculum development
Topics:
• synchronous hybrid education
• blended education
• online (and distance) education
16. Synchronous hybrid education
By the end of the course, participants:
• can define hybrid synchronous learning and teaching;
• describe how to increase student engagement;
• describe the importance of the learning and teaching space
(social and epistemic design; tools; learning environment);
• describe what teaching scenarios are effective in
synchronous hybrid settings;
• can (re)design a course based on acquired knowledge and
skills.
18. Blended education
By the end of the course, participants can:
• design, develop, and offer a blended course for campus
students, incorporating best practices, experiences, and
learning theories;
• redesign courses to be more inclusive and engaging based on
what we learned from COVID experiences in teaching;
• implement blended learning solutions for own situations
using the EMBED model;
• evaluate a course and create a course improvement plan.
20. Online education
By the end of the course, participants can:
• define online education and elaborate on models and theories;
• describe the role of the teacher in online education;
• give definitions and examples of learning designs;
• describe how to orchestrate the online classroom;
• describe methods for assessing and evaluating online education;
• give examples of innovation and key emerging technologies in
online education.
25. Closing
• Questions?
• Contact information
EADTU (coordinator)
Parkweg 27
6212 XN Maastricht
The Netherlands
secretariat@eadtu.eu
+31433118712
Editor's Notes
Why are we involved in this Intellectual output?? We have experience in developing a hybrid virtual classroom. In the TECOl project before covid we experienced the need for multicampus education as the KULeuven has several campuses spread across Flanders. That is why 2016 KU Leuven funded the TECOL research project to deal with transitions in higher education by means of educational technology. This resulted in the design and installation of the HVC, but also in the several collaborative learning spaces also based on Barco’s weConnect, platform.
We did not only pay attention to the technology but also to the pedagogical design and the teacher space.
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