Blended Learning https://bl.curriculumdesignhe.eu Insights, examples, how-to, .... Sun, 05 Jul 2020 15:55:37 +0000 en hourly 1 https://wordpress.org/?v=5.4.2 https://bl.curriculumdesignhe.eu/wp-content/uploads/2019/03/pum-logo-150x150.jpg Blended Learning https://bl.curriculumdesignhe.eu 32 32 10 Reasons Why eLearning Loses Students https://bl.curriculumdesignhe.eu/10-reasons-why-elearning-loses-students/?utm_source=rss&utm_medium=rss&utm_campaign=10-reasons-why-elearning-loses-students https://bl.curriculumdesignhe.eu/10-reasons-why-elearning-loses-students/#respond Wed, 24 Jun 2020 09:37:40 +0000 https://bl.curriculumdesignhe.eu/?p=3749 Read More ...]]>

From the website Elearning industry, Igor Debatur June 21, 2020.

According to Class Central, there were 110 million people in the world enrolled in online courses in 2019. The number is impressive, but the question is: How many of them made it to the finish line, and how many dropped out right after registering for a course or completing the first lesson? A recent study found that of those who register for a course, 52% never even look at the courseware. Moreover, the dropout rate reaches a whopping 96% on average over five years.

In this post, we’ll go through the 10 most common reasons why students fail online learning. This checklist will be useful for eLearning business owners, and anyone involved in online teaching who wants to enhance the eLearning experience for their students and grab and hold their attention to the end.

Below I summarise the 10 reasons. For every reason, the authors give practical solutions. Click here to read the original article.

Another interesting post from the website of the eLearning Industry is 10 Strategies To Help Online Learners Complete An Online Program

1. Adaptation Difficulties
Since the online classroom is a new environment for many students, the first challenge is to adapt to online learning. If the platform seems too complicated, you risk losing your potential students.

2. Wrong Expectations
The course appeared to be too difficult or too easy, too time-consuming or too theoretical—these are some faulty expectations that will lead to frustration and dropouts.

3. Technical Issues

4. Poor Time Management
Lack of time is one of the most common reasons why students abandon online courses. While some people indeed face unexpected personal circumstances, others simply fail to manage their time properly.

5. Problems With Motivation
There are tons of reasons why students can lose motivation—from unclear course outcomes and lack of control to feeling frustrated because of social isolation.

6. Too Much Flexibility
One of the biggest advantages of online learning is great flexibility: students can take courses at their own pace whenever and wherever they want. At the same time, when there’s too much of it, flexibility can be the biggest disadvantage too.

7. Lack Of Human Contact
One of the major limitations of the online learning experience is a lack of communication with classmates and teachers, which can be frustrating for some students. Moreover, studies show that social engagement and community components make students five times more engaged and 16 times more likely to finish the course.

8. Too Bulky Chunks Of Information
It’s a familiar situation: you need to embark on a large project, and you simply don’t know where to start. But once you break it down into smaller tasks, it becomes more approachable and doable in your eyes. The same thing is true of education: too massive and complicated modules can scare students away from the course.

9. Poor Student Support
When a roadblock gets in the way of a student in a traditional classroom, they can ask a teacher or discuss it with their peers. In online education, students can feel isolated without these opportunities, which is why they tend to give up when things get complicated.

10. The Information Is Far From Real Life
When information students learn gets too abstract and they can’t relate it to their life, it’s easy to lose interest in the topic or the entire course.

Wrapping Up

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52. Competency based education https://bl.curriculumdesignhe.eu/52-competency-based-education/?utm_source=rss&utm_medium=rss&utm_campaign=52-competency-based-education https://bl.curriculumdesignhe.eu/52-competency-based-education/#respond Thu, 18 Jun 2020 12:55:47 +0000 https://bl.curriculumdesignhe.eu/?p=3741 Read More ...]]>

1. In competency-based education (CBE) the curriculum is directly derived from a detailed analysis of tasks, functions and roles in the given profession.  CBE provides an adequate link between educational programs and the professional field.

2.CBE starts from the notion that every profession can be described in terms of a professional profile: a limited set of competencies. How to prepare a professional profile is explained in the PowerPoint ‘How to reduce the gap between the Higher Education and the local professional field’.

3. A competency-based educational program should enable its students to master the set of competencies necessary to successfully perform in a job as a beginning practitioner.

4.One of the definitions of a competency is: a combination of complex cognitive and higher-order skills, highly integrated knowledge structures, interpersonal and social skills, and attitudes and values. Acquired competencies can be applied in a variety of situations (i.e. a transfer) and over an unlimited time span (EA lifelong learning). (Merriënboer and Kirschner, 2013). Some competencies are specific to a given profession and others are general (for example the so-called 21st-century competencies).

5.Typical learning and teaching methods used in CBE : student project work, problem-based education, student group work, independent study, case studies, seminars, lectures (including guest lectures) and internships.

6. Typical assessments methods in CBE: Assessment of products and processes of student projects, assessment center, peer assessments , 360°- feedback, portfolio and classical assessment methods.

Text article: Competency-based curriculum developments in education in the Netherlands.

PowerPoint: How to reduce the gap between the University and the local professional field?

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Description of the Game Modern Higher Education https://bl.curriculumdesignhe.eu/description-of-the-game-modern-higher-education/?utm_source=rss&utm_medium=rss&utm_campaign=description-of-the-game-modern-higher-education https://bl.curriculumdesignhe.eu/description-of-the-game-modern-higher-education/#respond Mon, 15 Jun 2020 07:59:20 +0000 https://bl.curriculumdesignhe.eu/?p=3718 Read More ...]]>

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

  • The game is not 100% when using Chrome or Explorer
  • The game can be opened in Firefox.

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 the 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 mnagemnt 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 into 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 evidences 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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What is a Course organizer? https://bl.curriculumdesignhe.eu/what-is-a-course-organizer/?utm_source=rss&utm_medium=rss&utm_campaign=what-is-a-course-organizer https://bl.curriculumdesignhe.eu/what-is-a-course-organizer/#respond Fri, 12 Jun 2020 14:34:40 +0000 https://bl.curriculumdesignhe.eu/?p=3710 Read More ...]]>

An organizer is a ‘bit of content’ : a working procedure, a problem, a systematic overview of contents, a process, a special cases, a poem, two different examples of the same thing (for example two different kidneys or two different papers)

It has two unique properties for the ‘teacher designer’. The first is that the organizer enables the teacher designer to ‘see’  how she or he is going to set up the learning experiences of the students in the course. This insight helps the teacher to make coherent decisions about the objectives, the contents, the learning track, the assignments, the learning methods and the test.

Secondly, if used in the course it gives the students a clear and correct insight into what they are going to learn and why. The organizer serves as an organizer and stimulator of students’ learning experiences. It
focusses the students on the main aims of a certain course.

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Staking a Claim on the Future of Education: Blended Learning https://bl.curriculumdesignhe.eu/staking-a-claim-on-the-future-of-education-blended-learning/?utm_source=rss&utm_medium=rss&utm_campaign=staking-a-claim-on-the-future-of-education-blended-learning https://bl.curriculumdesignhe.eu/staking-a-claim-on-the-future-of-education-blended-learning/#respond Wed, 10 Jun 2020 10:42:08 +0000 https://bl.curriculumdesignhe.eu/?p=3706 Read More ...]]>

A Q&A with Jared Stein by Mary Grush 06/08/20. Campus Techology

The article opend with: ‘If there’s one thing we’ve learned from the massive rush to move courses online this spring, it’s that a sudden change to fully online, even in the year 2020, isn’t easy. Here, in a Q&A with CT, Jared Stein, VP of Higher Education Strategy for Canvas by Instructure, shares some thoughts and comments from his writings on blended learning. He’s proposing an important takeaway from the pandemic: Blended learning environments can help us prepare for the future.’

The article stresses the importance to prepare for a new lockdown. With the cosequences the universities has to orgabize online teaching again.

Closing statement: ‘A well-designed blended course will reduce both the stress and the workload on teachers and students in the event they must suddenly shift to remote teaching.’
‘Our institutions need to be ready to meet high student expectations, and colleges and universities that find the most success will be those that commit to learning as much as possible from our present coronavirus-driven transition.’

To read the complete article click here.

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12 Building Blocks to Use Learning Technologies Effectively – Spaced Learning https://bl.curriculumdesignhe.eu/12-building-blocks-to-use-learning-technologies-effectively-spaced-learning/?utm_source=rss&utm_medium=rss&utm_campaign=12-building-blocks-to-use-learning-technologies-effectively-spaced-learning https://bl.curriculumdesignhe.eu/12-building-blocks-to-use-learning-technologies-effectively-spaced-learning/#respond Mon, 25 May 2020 14:28:28 +0000 https://bl.curriculumdesignhe.eu/?p=3700 Read More ...]]>

Paul.A. Kirschner and Mirjam Neelen describe in 12 building blocks how to teach effectively using twelve evidence-informed instruction principles. They explain the building blocks very clearly using the evidence from the educational research.

Building Block 1: Activating Relevant Prior Knowledge

Building Block 2: Give Clear, Structured, and Challenging Instruction

Building Block 3: Use Examples

Building Block 4: Combine Words and Visuals

Building Block 5: Make Learners Process the Subject Matter Actively

Building Block 6: Check Whether All Learners Have Understood the Content

Building Block 7: Provide Scaffolding for Challenging Tasks

Building Block 8: Spaced Learning

Building Block 9: Variable Practice

Building Block 10: Testing

Building Block 11: Feedback

Building Block 12: Learn More Effectively

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Assessing Student Learning (Rubrics) https://bl.curriculumdesignhe.eu/3691-2/?utm_source=rss&utm_medium=rss&utm_campaign=3691-2 https://bl.curriculumdesignhe.eu/3691-2/#respond Mon, 25 May 2020 13:54:55 +0000 https://bl.curriculumdesignhe.eu/?p=3691 Read More ...]]>

From: WEdTechTeacher.   Teachers, who integrate technology into student activities and projects often ask us this question – “How do I grade it?”

Formative vs. Summative Assessment
Performance is most often analyzed through formative and summative assessment. Formative assessment is ongoing and provides information needed to adjust teaching and learning for a more effective outcome. It not only helps to monitor student progress throughout an activity, but can also gauge student understanding and readiness to proceed to further tasks. Alternately, summative assessment focuses on a particular point in time, such as a test at the end of a unit or grading term. Regardless, whether the immediate assessment is formative or summative, a teacher needs to be able to distinguish between the capabilities of the tool and the students’ performance using it. To illustrate, anyone can easily produce a visually stunning and captivating video presentation using iMovie as it has built-in easy-to-use professional effects. Therefore, to assess a movie presentation effectively, the teacher needs evidence of the thinking that went into the creation of the movie. Rather than grade the end product, educators must focus on the process — research, writing, image selection, etc. This allows teachers to focus on learning throughout the whole project rather than the flashy, finished product.

Rubrics to Measure Student Learning

Rubrics for Assessment- General

They present many more example of rubrics.

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Examination & assessment – a step-by-step guide (UTwente) https://bl.curriculumdesignhe.eu/examination-assessment-a-step-by-step-guide-utwente/?utm_source=rss&utm_medium=rss&utm_campaign=examination-assessment-a-step-by-step-guide-utwente https://bl.curriculumdesignhe.eu/examination-assessment-a-step-by-step-guide-utwente/#respond Mon, 25 May 2020 13:14:43 +0000 https://bl.curriculumdesignhe.eu/?p=3689 Read More ...]]>

For teachers. Revised version of the original Step-by-step guide for CW/CS + PSY, University of Twente. Reconstructed October 2015 for the faculty BMS. English version: Nov. 2016.Support: CELT

What are the important basic principles and focus areas for examination and assessment? If we are to ensure proper assessment of our students, three quality criteria are key: validity, reliability and transparency. How can teachers meet these criteria? This document comprises a supportive step-by-step guide for those tasked with designing examinations. The subsequent explanatory supplement section provides further assistance on some of the topics of the step-by-step guide. Occasional reference is made to sources of information located elsewhere. The guide is still ‘under construction’ and new information will be added in due course.

On the website van de UTwente you can find more about testing.


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Stop propagating the learning styles myth https://bl.curriculumdesignhe.eu/stop-propagating-the-learning-styles-myth/?utm_source=rss&utm_medium=rss&utm_campaign=stop-propagating-the-learning-styles-myth https://bl.curriculumdesignhe.eu/stop-propagating-the-learning-styles-myth/#respond Sun, 24 May 2020 13:31:08 +0000 https://bl.curriculumdesignhe.eu/?p=3684 Read More ...]]>

Paul A.Kirschner, https://doi.org/10.1016/j.compedu.2016.12.006 Computers & Education

Abstract

We all differ from each other in a multitude of ways, and as such we also prefer many different things whether it is music, food or learning. Because of this, many students, parents, teachers, administrators and even researchers feel that it is intuitively correct to say that since different people prefer to learn visually, auditively, kinesthetically or whatever another way one can think of, we should also tailor teaching, learning situations and learning materials to those preferences. Is this a problem? The answer is a resounding: Yes! Broadly speaking, there are a number of major problems with the notion of learning styles. First, there is quite a difference between the way that someone prefers to learn and that which actually leads to effective and efficient learning. Second, a preference for how one studies is not a learning style. Most so-called learning styles are based on types; they classify people into distinct groups. The assumption that people cluster into distinct groups, however, receives very little support from objective studies. Finally, nearly all studies that report evidence for learning styles fail to satisfy just about all of the key criteria for scientific validity. This article delivers an evidence-informed plea to teachers, administrators and researchers to stop propagating the learning styles myth.

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Design framework Group learning activities https://bl.curriculumdesignhe.eu/design-framework-group-learning-activities/?utm_source=rss&utm_medium=rss&utm_campaign=design-framework-group-learning-activities https://bl.curriculumdesignhe.eu/design-framework-group-learning-activities/#respond Sun, 24 May 2020 06:58:42 +0000 https://bl.curriculumdesignhe.eu/?p=3588 Read More ...]]>

Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework 
Miranda de Hei , Jan­Willem Strijbos, Ellen Sjoer, and Wilfried Admiraal.
PII: S1747-938X(16)00002-6
DOI: 10.1016/j.edurev.2016.01.001 Reference: EDUREV 184. ACCEPTED MANUSCRIPT
To appear in: Educational Research Review.

Abstract
In their article the authors report of a systematic literature search about the group learning activities:
‘Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of this thematic review is to synthesize insights from various approaches for designing GLAs into one comprehensive framework. This comprehensive framework, the Group Learning Activities Instructional Design (GLAID) framework, includes eight components:

  1. interaction,
  2. learning objectives and outcomes,
  3. assessment,
  4. task characteristics,
  5. structuring,
  6. guidance,
  7. group constellation, and
  8. facilities.

Each component, associated design decisions, and the corresponding design process are described. The GLAID framework aims to guide teachers in higher education in designing, implementing, and evaluating GLAs in their courses’.

GLAIF framework

Learning outcomes groupwork are often disappointing
In their article the authors indicate that the expected learning outcomes of groupwork are often not achieved. The main reasons according the authors are (the literature references can be found in the article):

(1)   ‘Resistance of students and teachers. Payne, Monk-Turner, Smith, and Sumter (2006) found that appropriate scaffolding of group work is necessary to overcome teachers’ and students’ resistance to GLAs.

(2)   Problems with the use of technology to support GLAs. Technology to support GLAs, although present, is hardly used, because it is not user friendly or teachers are not trained in the use of the specific technology. Dillenbourg (2013) advocates orchestration, which includes the integration of pedagogy and technology.

(3)   Designs of GLAs are not grounded in theories on teaching and learning. Hamalainen and Vahasantanen (2011) conclude that the designs of GLAs should be better grounded in theoretical knowledge about orchestrating, scaffolding, facilitating, and supporting students in the process of shared knowledge construction.

(4)   Design components are not aligned. Design components – such as learning goals, task characteristics, instructions on how to collaborate, and support of this collaboration – are worked out separately (Dennen & Hoadley, 2013; Hamalainen & Vahasantanen, 2011; McLoughlin, 2002; Strijbos, Martens, & Jochems, 2004). Alignment of the components means that, in every decision about a component, the designer takes into account every decision made regarding other components in former steps.’

Some implications for the teachers
The practical implications for the teacher in higher education of the newly developed GLAID-framework are described by the authors. For example:

1.      ‘In university teaching parts of the curriculum are sometimes fixed and the design has to be aligned with these fixed parts. ………’

2.      ‘Parts of a course can already exist for some years, and teachers may want to adjust an existing GLA design for the new academic year. In this case, the components of the GLAID framework can be used to evaluate the design per component, taking into account former experiences of the teacher(s) with this GLA and student evaluations of the GLA. …….’

3.      ‘One major aspect to take into account in the design of GLAs is the collaborative premise: the reason why students need to work on a particular assignment collaboratively. If the assignment can be performed equally successful by individual students, this may lead to a resistance to the group work. Teachers should justify why student interdependence is an important part of the learning process and how the collaboration is related to the attainment of the learning goals (Dennen, & Hoadley, 2013). …….’

‘The GLAID framework aims to guide teachers in higher education in designing, implementing, and evaluating GLAs in their courses’.

In the Doctoral Thesis Collaborative learning in higher education: design, implementation and evaluation of group learning activities of mrs. M.S.A. de Hei more information about this research can be found.
The digital version of the thesis can be ordered by mrs de Hei ( m.s.a.dehei@hhs.nl).

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