Description of the Game Modern Higher Education

Click here to login in the new version of the Game Modern Higher Education. Interactive list for evidence-based Education Design

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Description of the Game Modern Higher Education.

Context:
In the last few months many university teachers have been organizing online education. Why not apply some new teaching and learning activities from the on-line course in your regular blended learning course? How can you use the IT options in combination with face-to-face education? Maybe you find some more possibilities to modernise your F2F and IT education.
The game supports the teachers to decide which IT-options can be used in the coming study year and which requirements have to be fulfilled.
The game gives the teachers a systematic overview of the available evidence-based options to modernise their education.
The resulting learning process in the teachers’ course should be profitable for the students and fo the teacher. The management has to organise the requirements which are necessary to be able to implement the selected options.

The ‘game’ can be played as an individual or in small groups.

Learning objectives:

  1. To give the player clear insight in the design principles behind Modern Higher Education and the options how to apply these principles in higher education.
  2. To select the most promising options to modernize the players own course (the what-question) and formulate the expected results of the implementation (the why-question).
  3. To formulate the qualities which have to be realized to achieve the expected learning results.
  4. To prepare a teacher’s team discussion about which options  of Modern Higher Education should be introduced in the program and the teacher courses.

Content
The content of the game is

  • the eight, main design principles of modern higher education. The principles are explained in more detail. Players can find some background information on the website https://bl.curriculumdesignhe.eu.
  • the various options for the implementation of the design find some background information on the website https://bl.curriculumdesignhe.eu.
  • the requirements which have to be realized in order to enable the players to implement the selected options.

The principles and options are supported by research evidencies and practical experiences. A crucial consideration is that there are no standard solutions or advices. The players have to decide which options will increase the quality of their education.

Some examples of options
Consider entry level, use of remedial study materials.
Feedback by the teacher, the tutor or fellow students.
Results of the self-study is discussed and deepened in F2F,
Present assignments through Moodle/Blackboard.
Illustrate cases, problems or issues with different media.
Social and professional integration in your course.
Check coherence test and learning objectives.
Cooperate in the team of teachers to develop learning tracks.

The options are arranged in the game from two angles: (1) to the seven design principles and (2) to three practical questions: What to do in your class? What preparation by you is necessary? and What should be done in the team of teachers?

The players can (de)select the options and will put them in an action plan. There is a possibility teachers can add their own options.

All options have a certain level of modernity (based on my opinion): modern (easy/simple solutions), very modern (some new didactical approaches) and really modern (but still practical and feasible). At some points in the game the player gets a score for the modernity of his/her selection. The score should be as high as possible.

Result:
Each teacher has selected 6-7 serious options to modernize his or her course. In my own workshop for teachers in Indonesia and Ghana the teachers (players) will present and discuss their selection of options. The next step is to think about the How-question and prepare a new Route map for their course. The selected options should be given a place in the learning process of the teachers’ course. The resulting learning process should be profitable for the students and fo the teacher. See Course development.

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