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Introduction to EMBED


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Introduction to EMBED (The European Maturity Model for Blended Education) by George Ubachs

Published in: Education
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Introduction to EMBED

  1. 1. [INTRODUCTION TO EMBED The European Maturity Model for Blended Education WELCOME AT TRAINING SESSION DCU 4-7 June 2019
  2. 2. [ Erasmus+ KA2 : 2017-1-NL01-KA203-035288 2CC-BY 4.0
  3. 3. [ Offering guidance by developing a conceptual framework and a European maturity model on blended education  Framework for pedagogical and institutional change based on progress markers related to stakeholder-focused outcomes  Multi-level maturity model of blended education, including micro-level teaching and learning processes, meso-level institutional innovation and enabling strategies, and macro- level governmental policy and support structures EMBED in short 3CC-BY 4.0
  4. 4. [EMBED as a strategic partnership  About introducing innovation in higher education by the implementation of blended learning (b-learning)  We will create a reference model for developing and implementing blended learning, embracing all levels of an institution: the design of the blended course, organisational aspects such as staff support and training, and institutional leadership, developing policies and strategies making the institution continuously innovative.  The partnership consists of frontrunner universities in b-learning European wide
  5. 5. [Blended and online education will innovate education in degree education and increase the areas of continuing education / continuing professional development and open education.  Blended education will raise the quality and efficiency of degree education in general, as well as facing large numbers of students and lower staff/students ratios.  Innovation in education towards more online systems is important to offer flexible and scalable education 5
  6. 6. [ Governmental and European strategies and frameworks for innovation  Institutional strategy and cultural changes / mindset  Pedagogical models and design for blended courses  New expertise needed and staff support  Student support  Including blended education in the quality framework of the university  Funding of innovation  Increased workload 6
  7. 7. [Positive factors for succeeding b-learning implementation are: the strong presence of digital technology at universities and digital skills of students and teachers; strong learning environments; good practices in b-learning; the experience with MOOCs; the need for enhancing quality for large student numbers; where applicable a strong institutional leadership. These positive factors are important for anchoring change processes. 7
  8. 8. [Negative factors are: academic culture not in favour of innovation; attitudes of students and staff towards online learning; leadership not engaged for innovation by b-learning; missing policies, strategies, concepts, frameworks; misconceptions on blended/online teaching; low awareness of innovative pedagogies; b-learning competences of staff not enough developed; no adequate solutions for the changing workload of staff; partial innovations only; no incentives for career development; no substantial budget; weak governmental strategies. The EMBED project will contribute to a deep change within the partnership and beyond. 8
  9. 9. [Internal stakeholders at institutional level:  Learners, teaching staff, teaching and learning departments, technology departments and university leadership. External stakeholders (influencing practices and policies in universities):  Governments, European university networks and the EU. 9