The European Maturity Model
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The European Maturity Model by Wiebe Dijkstra from TU Delft during the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
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The European Maturity Model
- 1. [Wiebe Dijkstra w.p.dijkstra@tudelft.nl @wpdijkstra The European Maturity Model for Blended Education 1
- 2. [Conceptual and descriptive framework MOOC Policy impact initiatives Institutional change trajectories Design of monitoring instruments Maturity model and monitor
- 3. [ 8CC-BY 4.0 Macro (government & society) Policy Rules & Regulations Meso (institute) Policies Conditions Micro (course/programme) Teaching Learning
- 8. 13 New education building Pulse http://campusdevelopment.tudelft.nl/project/pulse/ Virtual tour: https://nmc360.tudelft.nl/vt_pulse/
- 9. 14
- 12. [ 17CC-BY 4.0 • Teachers get paid based on hours in class • Reducing class time is political sensitive • Some governments are promoting blended learning with grant programme for digital education
- 14. [ CC-BY 4.0 19
- 15. [ CC-BY 4.0 20
- 16. [ 21 determined by policies and conditions with regard to the organization and support of blended learning. At the institutional level different key actors, teams, or bodies play a role in the decision- making process. Among others, program coordinators and heads of teaching and learning centers are involved. INSTITUTIONAL SUPPORT The manner in which an institution supports teachers and students’ blended learning activities Level 1 Ad Hoc Level 2 Consolidated Level 3 Strategic Limited support for blended learning and teaching aimed at individual teaching staff and students Dedicated support for blended learning and teaching is available for all teachers, students and departments. Support for blended learning and teaching is part of the standard support services of the institution. Continuous quality improvement is deliberately embedded in order to improve the support for blended learning. INSTITUTIONAL STRATEGY The extent to which blended learning, teaching and education are embedded in the vision,
- 18. [ 23CC-BY 4.0
- 19. [ 24CC-BY 4.0 Online + F2F activities ECTS
- 23. [ 28CC-BY 4.0
- 24. [ 29CC-BY 4.0 Selection courses Mode of delivery Part-time/Full-time Other institutions
- 25. [ 30CC-BY 4.0
- 26. [ 31CC-BY 4.0
- 28. [ 33CC-BY 4.0
- 30. [ 35
- 31. [
- 33. [
- 34. [
- 36. [VALIDATION OF THE MODEL 41CC-BY 4.0
- 37. [ CC-BY 4.0 42Delphi, Greece by tamara Semina, CC BY-SA
- 38. ROUNDS EXPERTS EU COUNTRIES 3 33 8
- 39. CC-BY 4.0
- 40. [ 45 75 % of the experts agreed on a dimension and indicators
- 41. CC-BY 4.0
- 42. [Course design process: Selection of blended learning activities and their sequence 0,91 Selection of blended learning tools 0,80 Course flexibility 0,83 Course interaction 0,91 Course experience: Student learning 0,85 Study load 0,86 Inclusiveness 0,81 COURSE LEVEL Programme design process: Programme coherence 0,93 Alignment of blended learning tools 0,90 Programme flexibility 0,80 Programme experience: Student learning 0,84 Study load 0,80 Inclusiveness 0,81 Institutional support 0,85 Institutional strategy 0,87 Sharing and openness 0,81 Professional development 0,85 Quality assurance 0,89 Governance 0,89 Finances 0,83 Facilities 0,97 PROGRAMME LEVEL INSTITUTION LEVEL
- 43. [0,90
- 45. [ 50CC-BY 4.0 • Self Assessment tool ▪ Excel version is almost ready ▪ Online version will come later • Implementation guidelines • MOOC on FutureLearn (13 March)