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[MID2018] Presentation of Katie Goeman and Willem van Valkenburg during MID2018 in Maastricht, The Netherlands

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Presentation of Katie Goeman (KULeuven) and Willem van Valkenburg (TUDelft) during EADTU event (MID2018) at Bonnenfantenmuseum in Maastricht (NL)

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[MID2018] Presentation of Katie Goeman and Willem van Valkenburg during MID2018 in Maastricht, The Netherlands

  1. 1. Katie Goeman, KU Leuven Willem van Valkenburg, TU Delft
  2. 2. EMBED as a strategic partnership
  3. 3. Purposes of EMBED • Track BL practices, conditions, strategies and policies in a systematic manner • Assess the degree of maturity of BL in HEIs • Provide a framework for enabling optimization or change
  4. 4. Working towards a maturity model 1. Literature study 2. Repository of cases 3. Interviews with key stakeholders o Frame blended learning, teaching and education o Define dimensions and criteria of the MM o Describe maturity levels 4. Follow-up: revision/validation, multiplier events, MOOC
  5. 5. 1. Blended learning: learning as a result of a deliberate, integrated combination of online and face-to-face learning activities. 2. Blended teaching: designing and facilitating blended learning activities. 3. Blended education: the formal context of BL (practices) that is determined by policies and conditions with regard to the organization and support of blended learning.
  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 CONTEXT Differences in BL policies and conditions for blended learning practices Goeman, Poelmans & Van Rompaey (2018) We need to know this... To explain this...
  7. 7. Assumptions ALIGNMENT instructors or instructional designers are knowledgeable about how to align course objectives, expected outcomes and target student group. QUALITY ≠ MATURITY Within each of the levels of maturity, quality approaches can be in place. VALUE OF (INFORMED) DESIGN APPROACH We explicitly adhere to a design-focused approach of courses and programs. Maturity is the result of ability of (teams of) instructors, instructional designers and others involved to make informed decisions about BL courses and programs. This includes using design principles and/or instructional theories for the design of learning activities right up to whole program design
  8. 8. I think the fundamental reason [to start with BL] is the need of flexibility. That is one reason to start BL. Another reason is that if you start BL, you need to think about your design. Filling 2 hours in a [conventional] lecture for a group of students is easy. Creating a BL design requires thinking: why, for whom, added value? _ lecturer
  9. 9. Source: Lee, Lim, & Kim, 2016: 441
  10. 10. BL PRACTICES IN CONTEXT 26 cases, 6 universities
  11. 11. [ 14CC-BY 4.0 Macro (government & society) Policy Rules & Regulations Meso (institute) Policies Conditions Micro (course/programme) Teaching Learning
  12. 12. [Micro level CC-BY 4.0 15
  13. 13. [ F2F Online Watch video Discuss Quiz Calcu- lations Online Quiz Peer Instruction Read paper Discuss calculations In-depth Lecture Read material CC-BY 4.0 16
  14. 14. In depth lecture Lab Work Problem solving Clickers Student presentations Game Peer instruction Guest lecture Excursion Difficult exercises Discussion One minute paper Watch video Discussion board Assign- ments Interactive Video/PDF Peer feedback Concept Map Read Chapter Online quiz Online brainstorm Blog Case study Virtual Reality Online F2F CC-BY 4.0 17
  15. 15. [Meso level CC-BY 4.0 18
  16. 16. 19 Cookbook Cookbook Educational Spaces: https://pietvanderzanden.weblog.tudelft.nl/2018/04/21/cookbook-education-spaces-version-2/
  17. 17. 20 New education building Pulse http://campusdevelopment.tudelft.nl/project/pulse/ Virtual tour: https://nmc360.tudelft.nl/vt_pulse/
  18. 18. 21
  19. 19. [Macro level CC-BY 4.0 22
  20. 20. [ 23CC-BY 4.0 • Teachers get paid based on hours in class • Reducing class time is political sensitive • Some governments are promoting blended learning with grant programme for digital education
  21. 21. [Concept Framework CC-BY 4.0 24
  22. 22. [ 25CC-BY 4.0
  23. 23. [ 26CC-BY 4.0
  24. 24. [ 27CC-BY 4.0
  25. 25. [NEXT STEPS CC-BY 4.0 28
  26. 26. [ 29CC-BY 4.0 • Concluding 1st round Expert Research • Revising the dimensions + draft indicators • 2nd round expert research • Maturity model • Develop instruments
  27. 27. [embed.eadtu.eu 30CC-BY 4.0 katie.goeman@kuleuven.be @wfvanvalkenburg W.F.vanValkenburg@tudelft.nl

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