This document summarizes the redesign process of an "Equity Law" course at Saxion University of Applied Science in the Netherlands. The university has 26,000 students, 1,700 lecturers, and 1,100 support staff across 12 faculties. Instructional designers worked with lecturers to redesign the course using a flipped classroom model combined with test-driven learning. The redesign process involved analysis, design, development, implementation, and evaluation steps. Student learning analytics and feedback from evaluations showed that the redesigned course helped distribute study pressure more evenly, better prepared students for seminars, and helped students master the material better compared to the original design. However, some students tried tests over 30 times and wanted more feedback

1. What STUDENTS and Learning Analytics tell
us about our Re-design process
Evaluating Flipped Classroom and Test Driven Learning
Saxion University of Applied Science
26.000 Students
1700 Lectures
1100 Support staff
12 Faculties
The redesigned subject “Equity Law” was given to students in
the period November 2015 till February 2016. ID’ers have been
deployed to work with the lecturers to redesign education.
The following steps were conducted:
• Analysis: Interviews with the lecturers and ICT advisor;
• Design: Lecturers and ID’ers construct a design for the
subject;
• Development: Lecturers and ID’ers develop the required
materials;
• Implementation: the lecturers teach the redesigned subject;
• Evaluation: ID’ers conduct the evaluation and provide the
lecturers with the results.
The design results in the educational concept flipping-the-
classroom in combination with test driven learning.
Method2
Results3 Discussion4
Literature5
Background1
Lecturers require more and more ICT
skills, especially in the design phase.
But designing is not an activity
lecturers do on a daily basis.
Specialist knowledge is required to
acquire the higher quality that Saxion
demands.
The lecturer-teams at Saxion receive
intensive and specialized support.
Technological
Knowledge (TK)
Content
Knowledge
(CK)
Pedagogical
Knowledge
(PK)
Lecturers
Instructional Designers
(TCK)
(PCK)
(TPK)
1
2
3
4
5
Reasons for making the interim
assessments
100% score on the interim assessments was required to acquire
access to the seminars. Students indicate that the pass-rate is too
high and would prefer an 80% pass-rate. First week 70% of the
students obtained the maximum score, final week only 30% of the
students.
Some students tried the test for over 30 times! Does this
contribute to learning?
A knowledge clip and an interim assessment cannot replace the
lecture. But is a lecture necessary in combination with video
instructions, self assessments and seminars?
Feedback is one of the most powerful influences on learning
(Hattie, 2012). Students wanted more feedback provided by the
teacher. How can you give the feedback that students want
without much more effort for the teacher?
Deep learning focuses on the need for students to develop deeper
content knowledge and the ability to apply their knowledge and
skills to tasks and situations inside and outside school. How can
the flipped concept contribute to this dual focus on academic
learning and real-world application?
74% of the respondents indicate that the interim
assessments led to an equal distribution of the study
pressure over the entire quartile. This is supported by
the students who participated in the student panel.
58% of the respondents indicate that the moment of
starting to study the subject matter was brought
forward because of the knowledge clips.
75% of the respondents claim to be better prepared for
the seminar with the knowledge clip than without the
knowledge clip. The possibility to jump to sections in
the knowledge clip and the ability to pause and replay
the knowledge clip is appreciated very much (Young &
Moes, 2014).
53% of the respondents indicate that they master the
subject matter better in the weeks that knowledge clips
were available.
The statement about knowledge clips and interim
assessments as replacements for the lecture is
disagreed upon by 65% of the respondents.
Hattie, J. (2012). Visible learning for teachers. Maximazing impact
on learning. London: Routledge Taylor & Francis Group
Young, C., & Moes, S. (2014). How to move beyond lecture
capture: Pedagogy guide. REC:all Media & Learning Association.
Contribution to learning
Judith Zwerver-Bergman
Instructional Designer
j.zwerver@saxion.nl
https://saxion.nl/icto