Introduction to EMBED (The European Maturity Model for Blended Education) by George Ubachs https://embed.eadtu.eu/en

1. [INTRODUCTION TO
EMBED
The European Maturity Model
for Blended Education
WELCOME AT TRAINING SESSION
DCU
4-7 June 2019

2. [
Erasmus+ KA2 : 2017-1-NL01-KA203-035288
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3. [ Offering guidance by developing a conceptual framework
and a European maturity model on blended education
 Framework for pedagogical and institutional change based
on progress markers related to stakeholder-focused
outcomes
 Multi-level maturity model of blended education, including
micro-level teaching and learning processes, meso-level
institutional innovation and enabling strategies, and macro-
level governmental policy and support structures
EMBED in short
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4. [EMBED as a strategic partnership
 About introducing innovation in higher education by the
implementation of blended learning (b-learning)
 We will create a reference model for developing and
implementing blended learning, embracing all levels of an
institution: the design of the blended course, organisational
aspects such as staff support and training, and institutional
leadership, developing policies and strategies making the
institution continuously innovative.
 The partnership consists of frontrunner universities in b-learning
European wide

5. [Blended and online education will innovate education in degree
education and increase the areas of continuing education /
continuing professional development and open education.
 Blended education will raise the quality and efficiency of degree
education in general, as well as facing large numbers of students
and lower staff/students ratios.
 Innovation in education towards more online systems is important
to offer flexible and scalable education
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6. [ Governmental and European strategies and frameworks for
innovation
 Institutional strategy and cultural changes / mindset
 Pedagogical models and design for blended courses
 New expertise needed and staff support
 Student support
 Including blended education in the quality framework of the
university
 Funding of innovation
 Increased workload
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7. [Positive factors for succeeding b-learning implementation
are: the strong presence of digital technology at universities
and digital skills of students and teachers; strong learning
environments; good practices in b-learning; the experience
with MOOCs; the need for enhancing quality for large
student numbers; where applicable a strong institutional
leadership.
These positive factors are important for anchoring change
processes.
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8. [Negative factors are: academic culture not in favour of innovation; attitudes of
students and staff towards online learning; leadership not engaged for innovation
by b-learning; missing policies, strategies, concepts, frameworks; misconceptions
on blended/online teaching; low awareness of innovative pedagogies; b-learning
competences of staff not enough developed; no adequate solutions for the
changing workload of staff; partial innovations only; no incentives for career
development; no substantial budget; weak governmental strategies.
The EMBED project will contribute to a deep change within the partnership and
beyond.
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9. [Internal stakeholders at institutional level:
 Learners, teaching staff, teaching and learning departments,
technology departments and university leadership.
External stakeholders (influencing practices and policies in
universities):
 Governments, European university networks and the EU.
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