Blended Learning https://bl.curriculumdesignhe.eu Insights, examples, how-to, .... Fri, 02 Oct 2020 10:02:11 +0000 en-US hourly 1 https://wordpress.org/?v=5.5.3 https://bl.curriculumdesignhe.eu/wp-content/uploads/2019/03/pum-logo-150x150.jpg Blended Learning https://bl.curriculumdesignhe.eu 32 32 5 Models for Making the Most Out of Hybrid Learning https://bl.curriculumdesignhe.eu/5-models-for-making-the-most-out-of-hybrid-learning/?utm_source=rss&utm_medium=rss&utm_campaign=5-models-for-making-the-most-out-of-hybrid-learning https://bl.curriculumdesignhe.eu/5-models-for-making-the-most-out-of-hybrid-learning/#respond Fri, 25 Sep 2020 10:11:29 +0000 https://bl.curriculumdesignhe.eu/?p=3917 Read More ...]]>

By John Spencer  September 15, 2020. The original text can be found here.

In his article Spencer answer the question How can you design your course effectively when you have at the same time a group of students in your classroom and another group is learning at home.
Spencer propose …… “five different models for structuring hybrid learning. Every model has its own strengths and weaknesses. As educators, we need to be strategic about which model we select based on the needs of our students. The following table illustrates these differences.”

In his post he explains the five models in more detail and give useful suggestions what you can do as a teacher to design a good learning process for both groups of students.

He closes his blog with the remark: “

No Perfect Model
Each of these models work well in certain situations and poorly in other situations. As teachers, we can think strategically about how to design our learning so that we can optimize the benefits of each models. As schools, we can think creatively about when and how to use these models so that we avoid some of the pitfalls of a spork-based approach to learning. Even so, there will be mistakes. Learning is dynamic and complicated and hybrid learning adds another layer of complexity. However, by being intentional, we can help students thrive in every learning environment”.

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Learn to use Moodle as a teacher https://bl.curriculumdesignhe.eu/learn-to-use-moodle-as-a-teacher/?utm_source=rss&utm_medium=rss&utm_campaign=learn-to-use-moodle-as-a-teacher https://bl.curriculumdesignhe.eu/learn-to-use-moodle-as-a-teacher/#respond Fri, 04 Sep 2020 10:10:15 +0000 https://bl.curriculumdesignhe.eu/?p=3904 Read More ...]]>

Below some explanations are given how to use Moodle with help of a flow chart and/or a tutor video.

Moodle MOOC: Learn Moodle Basics. An excellent  course to learn the basics about using Moodle.
An activity-based learning course for teachers new to Moodle. Four weeks, 3 to 4 hours a week. No fees

Other sources and tutor video’s about Moodle

Insert and edit activities and resources in Moodle:

Other actions in Moodle

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Videos won’t kill the uni lecture, but they will improve student learning and their marks https://bl.curriculumdesignhe.eu/videos-wont-kill-the-uni-lecture-but-they-will-improve-student-learning-and-their-marks/?utm_source=rss&utm_medium=rss&utm_campaign=videos-wont-kill-the-uni-lecture-but-they-will-improve-student-learning-and-their-marks https://bl.curriculumdesignhe.eu/videos-wont-kill-the-uni-lecture-but-they-will-improve-student-learning-and-their-marks/#respond Tue, 11 Aug 2020 09:54:01 +0000 https://bl.curriculumdesignhe.eu/?p=3889 Read More ...]]>

Article from the website The Conversation. August 10, 2020. Authors: Michael Noetel Senior Lecturer in Psychology, Australian Catholic University
Borja del Pozo Cruz Senior Research Fellow, Institute for Positive Psychology and Education, Australian Catholic University
Chris Lonsdale Professor, Institute for Positive Psychology & Education, Australian Catholic University
Philip D. Parker Professor and Deputy Director, Institute for Positive Psychology and Education, Australian Catholic University
Taren Sanders Research Fellow, Institute for Positive Psychology and Education, Australian Catholic University.

Australian Catholic University provides funding as a member of The Conversation AU.

The Conversation UK receives funding from these organisations. View the full list. We believe in the free flow of information

In response to COVID-19, almost every university has scrambled to move its teaching online.

To do this, academics have been choosing between two approaches: live videoconferencing using tools such as Zoom, or pre-recording videos and posting to platforms such as YouTube.

Previous reviews have shown videoconferences are an okay substitute for classes, but what about videos?

What do students say?
Previous reviews have looked at student preferences for online learning as opposed to face-to-face lectures and they do not find any differences. Even when teachers make monumental efforts to create flipped classrooms, where they provide online videos before interactive workshops, there are no differences in student satisfaction.

So students don’t mind whether they learn online or face-to-face. We academics care about satisfying students, but we also want to make sure students learn new things.

Student learning is totally unrelated to student satisfaction. Student satisfaction is more closely related to their teacher’s physical attractiveness. So we wanted to see whether videos increased or decreased student learning for mugs like us.

Videos improve learning
We did a systematic review to see what happens when videos replace classes. We searched for every best-practice study that measured learning after university students were given videos.

To make sure we were looking at real learning differences, not just student preferences, we excluded studies that only asked for opinions and those that were not randomised.

We found more than 100 studies. A quarter gave videos in addition to existing content. As you’d expect, students who got extra content learned more.

This means teachers giving face-to-face lectures can significantly improve student learning by also offering videos (before or after class). When videos accompanied existing methods, there were huge benefits for student learning.

But what about when we swapped existing face-to-face learning for videos, as many teachers are now having to do?

We found 83 studies that replaced some type of teaching with videos. About 75% of the time students learned more when given a video instead of a class.

On average, the effects are small (about +2 marks) but consistently favour videos. Effects are much larger when videos replace books (+7 marks), or when videos are used to teach skills (+6 marks) instead of knowledge.

It didn’t matter if the videos were swapped for lectures or tutorials. It didn’t matter if the videos were used for one lesson or a whole semester. And it didn’t matter if the exam was right after the video or at the end of the semester.

We found videos were consistently good for learning. There are several reasons for this and they can help us give better face-to-face classes too. Here are a few video tips from what we discovered.

Tip 1: videos use multiple forms of media
Students have two main channels for learning: what they see and what they hear. This is why videos worked much better than books, websites or podcasts, because these only use one channel whereas video uses both.

On video, teachers can edit themselves to best use both channels, by showing useful visuals that are perfectly timed to the spoken explanation. Great teachers do this in lectures as well, but it’s harder when you can’t edit out your mistakes.

This video shows how academics can improve their classes with well-time uses of multiple forms of media.

Tip 2: videos give students control
Videos allow for students to control how fast they learn. They can speed us up, slow us down, stop to take notes or have a break for a coffee.
This lets students master content without getting overwhelmed (good lecturers do this too).
Mastery learning – where students progress at their own pace once competent – has been around for a long time and been shown to improve learning in higher education.
Khan Academy is an excellent example of mastery learning in schools.

Tip 3: videos make learning authentic
Videos can show things more authentically than lectures can. In person, lectures can make learning authentic through role playing and simulation. Lectures can be authentic by bringing in guest speakers: for example, we used to bring in clients who had Parkinson’s to talk to students.

But videos help achieve even this kind of authenticity. Instead of burdening clients every year, we recorded interviews with clients so students could learn from them for years to come.

On video lecturers can also show real situations not possible in class, such as CPR (cardiopulmonary resuscitation), surgery or construction. Making learning authentic helps motivate students and stimulates learning.

Only some physics students were in the right place at the right time to see the 2017 solar eclipses, but all of them can study it on video.

Tip 4: videos make learning interactive
Interactivity is also critical for learning. Lecturers can make classes interactive through open-ended questions, pop quizzes and small-group discussions.

But we found video is usually as interactive, or more interactive, than most lectures. That’s because most lectures aren’t that interactive. There are many technologies (try EdPuzzle or H5P) that let staff easily embed questions and feedback in videos.

Edpuzzle is one of many free platforms for adding interactivity to videos for online learning.


Read more: Universities need to train lecturers in online delivery, or they risk students dropping out


When things get back to normal (whatever that is)
Academics shouldn’t feel like they’re wasting their time by making lots of videos this year. Students are probably learning more, and when face-to-face classes get back to normal, the videos will be a great asset for years to come.

We don’t want to be replaced by a YouTube playlist, but parts of our teaching are probably better that way.

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Systematic Redesign of a University Course: An Interesting Example https://bl.curriculumdesignhe.eu/systematic-redesign-of-a-university-course-an-interesting-example/?utm_source=rss&utm_medium=rss&utm_campaign=systematic-redesign-of-a-university-course-an-interesting-example https://bl.curriculumdesignhe.eu/systematic-redesign-of-a-university-course-an-interesting-example/#respond Mon, 10 Aug 2020 09:35:51 +0000 https://bl.curriculumdesignhe.eu/?p=3884 Read More ...]]>

Redesign of an Introductory Course in a Master’s Program in Instructional Design and Performance Technology, Joel Gardner and Barbara Carder, Franklin University, https://doi.org/10.28990/jaid2018.071008

Abstract: This article examines a systematic approach to redesigning an introductory course in a graduate program in Instructional Design and Performance Technology (IDPT) to produce a more efficient and effective learning environment and to foster persistence in the course and program.

The course redesign employed the systematic process of instructional design using the basic phases of the ADDIE process (Analysis, Design, Development, Implementation, and Evaluation). This paper highlights the steps taken to redesign the introductory course, as well as the collaborative approach to developing its instructional materials, course content, and student performance outcomes.

The online course was developed in BlueQuill, Franklin University’s proprietary learning management system (LMS), and includes several multimedia learning objects developed using Camtasia Studio and Articulate Studio.

Results of this redesign are presented.

Remark Jan Nedermeijer. The article describes very nice how to redesign a existing course. Interesting points are the serious use of evaluation, the visualisation of the program (fig. 4) and the design group work (teachers and students).

The ADDIE-process is rather general and gives a teacher designer not much support. An interesting question for me is ‘can you elaborate the design aspects of instructional design’ into more specific activities?’.
See for example in the topic Course development in the website.

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Ecourse: Evidence based options as how to apply IT in Higher education courses https://bl.curriculumdesignhe.eu/ecourse-evidence-based-options-as-how-to-apply-it-in-higher-education-courses/?utm_source=rss&utm_medium=rss&utm_campaign=ecourse-evidence-based-options-as-how-to-apply-it-in-higher-education-courses https://bl.curriculumdesignhe.eu/ecourse-evidence-based-options-as-how-to-apply-it-in-higher-education-courses/#respond Sun, 19 Jul 2020 15:04:34 +0000 https://bl.curriculumdesignhe.eu/?p=3836
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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 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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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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