1. Designing Flexible
Teaching and Learning
that Keeps Students
Motivated and With
Positive Results
W I M D E B O E R
2 4 N O V E M B E R , B E R L I N
The Covid Aftermath. Are Students Ready for Massive Online Learning?
3. Educational design research
Contributing to:
• the solution of the
(practical) problem/
goal/vision
• design principles
• professional
development
Problem
analysis
Designing
solutions
Evaluation and
testing (in
practice)
Formulate
design
principles
Quality aspects of the educational design:
• Relevance: it responds to a need, and is its design is
based on state-of-the art (scientific) knowledge
• Consistency: it is logical and cohesive
• Usability: it is usable in the settings for which it has
been designed
• Effectiveness: it leads to desired results
4. • Experiences with
hybrid classrooms
during Covid
• Large influx for
Engineering
• Decision: hybrid
classroom: 30
students at home, 30
in the class
Policy
Innovation
through
Educational
Design
Research
5. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Policy
Innovation
through
Educational
Design
Research
6. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
7. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
8. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the teacher-
teams
When I follow the
lesson in class, I
feel involved in
the lesson (1,7)
(1) Strongly agree
(2) Agree
(3) Neither agree nor
disagree
(4) Disagree
(5) Strongly disagree
When I take the
class online, I feel
involved in the
class (3,3)
9. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Keep
Improve
Start
Stop
Quizzes
Students presenting work
Involve student @ home
Sound, visuals
Address student with
questions, use their name
Talking too much
Doing this for seminars
Pär
Lager
10. Using the hybrid classroom
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the students
• Reflection workshop for the
teachers
• Results discussed with
management
• Design guidelines for the
teacher-teams
Actions taken:
• Hybrid when that fits the
type of class
• Special new classroom, fit
for hybrid teaching
• Extra training
• Use best practices in
teaching the hybrid class
12. Hybrid classroom(2nd rnd) Low results
• Trainings for the lectures
• Observations of the lessons
• Questionnaire for the
students
• Reflection workshop for the
teachers
• Interviews with teachers
• Interviews with students
• Workshops with the
teachers
• Teams that came up with
plans
• Results discussed with management
• Design guidelines for the teacher-teams
13. Design guidelines and new policies:
• Stop with hybrid lesson for the 1rst year students
• Organise meaningful on-campus activities:
• How to be a higher education student
• Be part of a group (sense of belonging)
• Have a positive learning experience.
• Demand attendance, be pro-active on that and
hold students accountable
• Incorporate more formative activities for students
P
ED
R