Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

EMBED Framework: Developing the Maturity Model for Blended Education

49 views

Published on

Presentation by Willem van Valkenburg on the EMBED Framework, during the EMBED Launch in Edinburgh on 2 September 2019.

Published in: Education
  • Be the first to comment

  • Be the first to like this

EMBED Framework: Developing the Maturity Model for Blended Education

  1. 1. [ CC-BY 4.0 1 Willem van Valkenburg @wfvanvalkenburg
  2. 2. [ 2CC-BY 4.0 •learning as a result of a deliberate, integrated combination of online and face-to-face learning activities. Blended learning •designing and facilitating blended learning activities. Blended teaching •the formal context of BL that is determined by policies and conditions with regard to the organization and support of blended learning. Blended education
  3. 3. [ 3CC-BY 4.0 Macro (government & society) Policy Rules & Regulations Meso (institute) Policies Conditions Micro (course/programme) Teaching Learning
  4. 4. [Framework CC-BY 4.0 10 Micro and Meso levels
  5. 5. [ 11CC-BY 4.0 • Pre delphi (Dec 2018 – Jan 2019) – 24 experts. Based on the input by the experts the eMM framework was adjusted • Q1: To what extent is the dimension important? • Q2: To what extent is the dimension valid for assessing blended learning practices? • Q3: To what extent are the indicators valid for discerning maturity levels? Consensus: when at least 75% of the experts answered 5,6 or 7 on a question. We used an 8 point Likert scale: 0 (not important/valid) – 7 (very important/valid).
  6. 6. [ 12CC-BY 4.0 • Round 1 (March 2019) – 18 experts ➤ 14 dimensions included in the eMM • Round 2 (May – June 2019) – 20 experts ➤ 8 dimensions included in the eMM • Round 3 (July 2019) – 20 experts ➤ 1 dimension included in the eMM, 1 dimension dismissed Consensus: when at least 75% of the experts answered 5,6 or 7 on a question. We used an 8 point Likert scale: 0 (not important/valid) – 7 (very important/valid).
  7. 7. [ 13CC-BY 4.0
  8. 8. [ 14CC-BY 4.0 COURSE DESIGN PROCESS - The process of planning, designing, developing and evaluating a blended learning program Selection of blended learning activities and their sequencing The rationale for the deliberate selection and integration of face-to-face and online learning activities. Level 1 Explorative No considered selection and integration of face- to-face and online learning activities. Level 2 Design-based Learning activities (both face-to-face and online) are deliberately selected, integrated, and sequenced based on a design method or design principles. Level 3 Course cycle Learning activities (both face-to-face and online) are deliberately selected, integrated, and sequenced based on a design method or design principles. Quality assurance processes are deliberately embedded in order to continuously improve a course in an iterative manner. Selection of blended learning tools The rationale for selecting tools for the delivery and organisation of blended learning activities Level 1 Tool-based The selection of particular tools is based on their availability at the institution. Level 2 Design-based The selection of particular tools is based on learning activities, informed by evidence or experience. Level 3 Course cycle The selection of particular tools is based on learning activities, informed by evidence or experience. This process is monitored, evaluated and changed based on quantitative and qualitative data.
  9. 9. [ 15CC-BY 4.0 Micro level - programme
  10. 10. [ 16CC-BY 4.0 Meso Level - Institute
  11. 11. [Next steps CC-BY 4.0 17
  12. 12. [ 18CC-BY 4.0 • Self Assessment tool  Excel version is almost ready  Online version will come later • Guidelines on how to take a step to come more mature on a dimension
  13. 13. [ 19CC-BY 4.0 https://wfvv.eu/2kngBlB Download:
  14. 14. [embed.eadtu.eu 20CC-BY 4.0 @wfvanvalkenburg W.F.vanValkenburg@tudelft.nl

×