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[EADTU-EU Summit 2018] Towards a European maturity model for blended degree education

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Towards a European maturity model for blended degree education by Katie Goeman, presented by Veerle Van Rompaey (KU Leuven)

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[EADTU-EU Summit 2018] Towards a European maturity model for blended degree education

  1. 1. Towards a European maturity model for blended degree education Katie Goeman Stephan Poelmans Veerle Van Rompaey
  2. 2. EMBED Coordinating body Partner universities Duration Website European Maturity model for Blended Education Erasmus+ Strategic Partnership EADTU Aarhus University (Denmark) Delft University (The Netherlands) DCU Ireland (Ireland) KU Leuven (Belgium) University of Edinburgh (United Kingdom) Tampere University of Applied Sciences (Finland) 2017 – 2020 https://embed.eadtu.eu Factsheet
  3. 3. Challenges HEIs • Quality and innovative education for large student numbers • Accommodate a great variety of learners DESPITE LOWER BUDGETS • Convergent formats of online and onsite courses and programmes • Better student experiences, higher efficiency, personalised and inclusive education HOW? WHY?
  4. 4. EMBED Intellectual Output 1
  5. 5. Deliverables 1. Review of literature REPORT and a SET of research instruments 2. A STATUS OF AFFAIRS' analysis regarding BL/BE in the partner institutions and a pilot testing of the research instruments 3. REPORT on how to impact BL practices by means of institutional changes
  6. 6. Level of observation (actors) Descriptive framework Maturity level MICRO (learners and faculty) BLENDED LEARNING PRACTICES Differences in actual BL activities • design (blended teaching) • behavior (blended learning) MESO & MACRO (decision making bodies, support services) BLENDED EDUCATION Differences in BL policies and conditions for blended learning practices Goeman (2018) We need to know this... To explain this...
  7. 7. 1. Review of literature & previously validated monitoring instruments – conceptual and descriptive framework 2. Design of a set of mixed- method research instruments for monitoring policies – programmes - practices 3. Review by a panel of experts - adaptations 4. Field testing and analyses
  8. 8. 1. Collect data within the consortium on current BL/BE in a systematic, multilevel way by capturing governmental policies (macro), institutional conditions (meso), and practices (micro) 2. Analysis of data to discern levels of maturity 3. Analysis of data to identify the enablers and barriers (meso/macro level) which influence the implementation of BL practices (micro level)
  9. 9. Katie Goeman Stephan Poelmans Veerle Van Rompaey KU Leuven (Campus Brussels) Faculty of Economics and Business Faculty of Psychology and Educational Sciences Katie.Goeman@kuleuven.be Stephan.Poelmans@kuleuven.be Veerle.Vanrompaey@kuleuven.be

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