Design of Evidence-Based Blended Learning in Higher Education https://validator.w3.org/feed/docs/rss2.html Option 18. Present materials for the assignments through a VLE Option 19. Make a systematic analysis of the necessary content Option 17. Create possibilities for development toward a beginning professional Option 16. Stimulate students’ motivation in the course Self-determination theory Option 15. Encourage students and teachers to interact in the course Option 14. Select cases to be studied in the course</strong> Option 13. Create a didactic description of the assignments. Checklist for a good assignment Option 12. Prepare a self-test (with feedback) at the level of the final test Option 11. Design an optimal blend of F2F, online and self-study Option 10. Increase complexity of learning activities Option 8. Organise practical lessons Option 6. Test and give feedback with VLE? Option 5. Discuss and deepen understanding of the self-study in the F2F Option 29. Use evaluation options in ICTedu-tools used Option 27. Develop learning tracks to master competencies Option 26. Follow students’ progress with a portfolio Option 25. Facilitate students using internet, books, articles, … Option 24. Check qualities of the summative tests Option 22. Offer extra curriculum for top rated and motivated students Option 21. Provide an informative course description with ICT Option 20. Ensure that your course fits in the learning tracks Option 38. Ensure that ICTedu-tools work properly Option 37. Offer support to students in their personal development Option 36. Help students with academic and personal problems Option 34. Support a good start to the study Option 31. Strengthen relations with the professional or academic field Option 32. Plan both summative and diagnostic tests Option 30. Focus on Complex Learning Option 3 Select learning activities you want to use with matching verbs Option 33. Match prospective students to programs New Design for Evidence-Based Blended Learning in Higher Education Option 52. Competency based education Option 50. Gamification to stimulate the learning process Option 49. Serious games for learning complex skills Option 47. Organise a form of peer feedback Option 46. Check course for different types of students Option 45. Organise sub tests with direct feedback Option 44. Offer additional resources for challenging topics Option 43. Schedule the study activities effectively. Option 42. Decide on and describe the organisation of the program Option 41. Stimulate students’ motivation in the class Option 40. Organise project work Option 4. Use the power of collaborative working in F2F Design principle 8. Possibilities for personal growth Design principle 7. IT is a must! Design principle 6. Testing and feedback are the motors of students’ learning Design principle 4. Qualities necessary in a nominal program Design principle 5 Consider seriously collaborative learning and learning from fellow students Design principle 3 Focus explicitly on knowledge Design principle 2. Issues and problems from the professional field are central