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Martijn Ouwehand, Wiebe Dijkstra, and Naomi Wahls
TU Delft
Pitch - Flow of Engagement for
Blended and Online Teaching
IO3A1
Updated report on the state of art
in blended learning and conclusions
related to the COVID 19 context.
• Published
• Scientific publication in preparation
Emergency Support
• Support for emergency educational shifts can
include:
• a Lecturer Satchel with institute specific support
• Change Management considerations:
• weekly webinars
• centralizing licenses for tool
• space for piloting tools
• guide for non-supported tools
• Adding social elements or social learning spaces
online
• Understanding for Floodlighting
Encouraging Engagement
How will you use these?:
• Social spaces within course (café and icebreakers)
• Networking
• Collaborative Learning
• Social elements of learning activities
Solutions
• Social spaces within course (café and icebreakers)
• Networking
• Collaborative Learning
• Group work
• Peer Feedback
• Brainstorming with peers
• Social elements of learning activities
• Balancing Collaborative Learning with independent learning specific to
assignments and course activities
Released
Modules
and
Webinar
Schedule
Module 1 - Getting started with Blended
Learning
Module 2 - Is your course ready to blend?
Module 3 - Plan your course design
Module 4 - Prepare and teach your course
Module 5 - Build your blended course
Module 6 - Teach your blended course
Module 7 - Evaluate and improve your course
Blended Course Design Tool
EMBED Course-Level Self-Assess Tool + Storyboard Template
Module 2
Encouraging Engagement
How will you use these?:
• Social spaces within course (café and icebreakers)
• Networking
• Collaborative Learning
• Social elements of learning activities

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Pitch Multiplier Event- flow of engagement for blended and online teaching by Naomi Wahls (TU Delft)

  • 1. CC-BY-SA 4.0 Martijn Ouwehand, Wiebe Dijkstra, and Naomi Wahls TU Delft Pitch - Flow of Engagement for Blended and Online Teaching
  • 2. IO3A1 Updated report on the state of art in blended learning and conclusions related to the COVID 19 context. • Published • Scientific publication in preparation
  • 3. Emergency Support • Support for emergency educational shifts can include: • a Lecturer Satchel with institute specific support • Change Management considerations: • weekly webinars • centralizing licenses for tool • space for piloting tools • guide for non-supported tools • Adding social elements or social learning spaces online • Understanding for Floodlighting
  • 4. Encouraging Engagement How will you use these?: • Social spaces within course (café and icebreakers) • Networking • Collaborative Learning • Social elements of learning activities
  • 5. Solutions • Social spaces within course (café and icebreakers) • Networking • Collaborative Learning • Group work • Peer Feedback • Brainstorming with peers • Social elements of learning activities • Balancing Collaborative Learning with independent learning specific to assignments and course activities
  • 6. Released Modules and Webinar Schedule Module 1 - Getting started with Blended Learning Module 2 - Is your course ready to blend? Module 3 - Plan your course design Module 4 - Prepare and teach your course Module 5 - Build your blended course Module 6 - Teach your blended course Module 7 - Evaluate and improve your course
  • 7. Blended Course Design Tool EMBED Course-Level Self-Assess Tool + Storyboard Template Module 2
  • 8.
  • 9.
  • 10.
  • 11. Encouraging Engagement How will you use these?: • Social spaces within course (café and icebreakers) • Networking • Collaborative Learning • Social elements of learning activities

Editor's Notes

  1. This is the first tab of the tool. It’s meant to help you understand the 2 European projects that collaboratively brought you this tool.
  2. This is the storyboard tab that you will use as a course design template. This is where you will mainly work throughout modules 2 and 3.
  3. This is a part of the storyboard process and is on the tab marked ‘Course Design template’. This section is a guide for you to plan your course.