Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
I-HE2020 Making Blended Education Work [MOOC]EADTU
This document provides information about an online course called "Innovating Higher Education" that will take place from November 16th. The 5-week course will provide a reference model for developing and implementing blended learning at higher education institutions. It aims to help policy makers, institutional leaders, learning technologists, and practitioners embrace blended learning and provide professional development. The course will cover topics like defining blended learning, examining the benefits and challenges, exploring maturity guidelines, and sharing case studies.
KU Leuven practices at different levels:
- At the micro course level, courses like "The Great War and Modern Philosophy" and programs like ALPACAS.
- At the meso institute level, KU Leuven launched a learning lab call to transform courses using blended learning approaches.
- The ALPACAS program aims to establish active learning across first year programs. It will transform 4 courses per semester with formative tests. A project manager will ensure activities are aligned and study loads adjusted based on learning analytics and student evaluations.
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
1. OpenCourseWare (OCW) provides free access to educational course materials from universities around the world. OCW aims to share knowledge openly but does not grant degrees or involve direct student-teacher interaction.
2. There are different OCW models, including content-focused models by single or multiple institutions, and community-focused models where learners collaboratively create courses.
3. Institutions should choose an OCW platform and publishing process that fits their goals and infrastructure. Interoperability standards help aggregate OCW courses across different systems.
I-HE2020 The European Maturity Model for Blended EducationEADTU
The document describes the development of the European Maturity Model for Blended Education (EMBED). It was created through a strategic partnership to provide a reference model for developing and implementing blended learning at higher education institutions. The model considers blended learning at the course, program, and institutional levels. It was developed through a literature review and interviews with experts. A conceptual framework was created containing dimensions and indicators to assess maturity. The model was validated through a Delphi study with experts achieving over 75% consensus. Next steps include creating a self-assessment tool and implementation guidelines.
I-HE2020 Making Blended Education Work [MOOC]EADTU
This document provides information about an online course called "Innovating Higher Education" that will take place from November 16th. The 5-week course will provide a reference model for developing and implementing blended learning at higher education institutions. It aims to help policy makers, institutional leaders, learning technologists, and practitioners embrace blended learning and provide professional development. The course will cover topics like defining blended learning, examining the benefits and challenges, exploring maturity guidelines, and sharing case studies.
KU Leuven practices at different levels:
- At the micro course level, courses like "The Great War and Modern Philosophy" and programs like ALPACAS.
- At the meso institute level, KU Leuven launched a learning lab call to transform courses using blended learning approaches.
- The ALPACAS program aims to establish active learning across first year programs. It will transform 4 courses per semester with formative tests. A project manager will ensure activities are aligned and study loads adjusted based on learning analytics and student evaluations.
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves staff engaging in professional development activities, critically reflecting on their practice, gathering evidence mapped to the Framework, and submitting an application. Applications can be made for Associate Fellow, Fellow, Senior Fellow or Principal Fellow levels. The scheme aims to support all relevant staff in achieving Fellowship status by 2017/18 and provides workshops, mentoring, and guidance throughout the application process. Initial feedback indicates the scheme is welcomed by staff as an opportunity to gain external recognition for their work in teaching.
The document discusses online teaching and learning during and after the pandemic from the perspective of TU Delft Extension School. It provides an overview of the Extension School's mission, vision, and strategic goals to educate the world through affordable and accessible online education. It then discusses TU Delft's experience with teaching and learning during COVID, and introduces the EMBED model as a framework to evaluate and improve blended learning at the institutional, program, and course levels.
1. OpenCourseWare (OCW) provides free access to educational course materials from universities around the world. OCW aims to share knowledge openly but does not grant degrees or involve direct student-teacher interaction.
2. There are different OCW models, including content-focused models by single or multiple institutions, and community-focused models where learners collaboratively create courses.
3. Institutions should choose an OCW platform and publishing process that fits their goals and infrastructure. Interoperability standards help aggregate OCW courses across different systems.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
1. Open education is gaining mainstream popularity with large investments in MOOCs like edX and Coursera. European universities are also exploring open education models.
2. TU Delft aims to have a distance and online education program operational within 4 years based on their OpenCourseWare content. They have selected 3 pilot programs in engineering fields.
3. TU Delft views open education as an opportunity to improve learning through more flexible and modular content while also limiting costs. Their goal is to transition more fully from their residential program to incorporating open education.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
The document discusses the Alcohol & Drugs Studies (ADS) programme's transition from face-to-face to online learning over the past 20 years. ADS began offering flexible learning approaches in 1979 and started transitioning to online learning in 1998-2000 to maintain their advantage as the largest programme in the UK and allow access to students regardless of location. They developed online learning materials from 2000-2002 and now offer a blended mix of face-to-face and online learning. ADS has also internationalized their curriculum and offers practice placements locally, nationally, and internationally with blended learning. Developing flexibility through online learning has allowed ADS to remain the largest addiction programme provider in the UK and the only one that supports part-
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
This document outlines the agenda for a discussion on short learning programmes at TU Delft Online. It provides context on TU Delft's education vision and strategy to offer professional and post-academic courses. Examples of potential short learning programmes are provided across various engineering and science themes. Challenges with online short learning programmes include lack of online expertise, additional workload, accreditation speed, and mindset shifts. Solutions proposed are forming expert course teams, providing training and incentives, streamlining accreditation, and clarifying business models.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
The document summarizes a conference on blended learning. It provides an agenda that includes introductions, an overview of why blended learning is important, and a session on the Blended Learning Mastery Series. The Mastery Series is a three-part workshop that teaches participants how to design effective blended learning environments through exploring research, developing course plans, assessing techniques, and teaching methods. Between workshops, participants apply concepts from the research and design phase to their own courses. The program aims to facilitate peer learning and build professional networks around blended learning strategies and design.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
1. The document discusses a framework called the 3E Framework for contextualizing technology-enhanced learning (TEL) practice. The 3E Framework aims to provide structure for TEL strategies while allowing flexibility for different subjects and ownership among educators.
2. The 3E Framework focuses on enhancing, extending, and empowering learning. Examples are provided such as using forums for peer support, wikis for group projects, and connecting students to professional communities.
3. Initial response to the 3E Framework at Edinburgh Napier University has been positive, with many module mappings and case studies submitted and educators discussing how to apply the framework. Evaluation of adoption and sharing approaches with other institutions will continue.
This document describes a blended learning approach used in a community learning and participation degree program to develop critical reflection skills. Students participated in recorded field visits and discussions that were posted online. This allowed asynchronous participation and provided material for moderated online forums. Evaluations found this approach helped students transition between spoken and written analysis by replaying discussions. It also provided continuity in a blended program and brought multiple perspectives to discussions and assessments. Future adaptations may include using additional interactive tools to make forums more engaging.
Albert Sangra - Quality Online Education beyond the post-pandemic effectsEADTU
The document summarizes key points about online education during and beyond the COVID-19 pandemic. It discusses how emergency remote teaching was a reaction without preparation to lockdowns. Quality online education requires flexibility, personalization, interaction and collaboration. Ten tips are provided for improving online teaching and learning, such as selecting appropriate tools, organizing students, designing activities, and developing students' critical thinking. The DigiTel Pro project aims to explore educational needs during and after COVID-19 and design continuing education courses to help adapt to hybrid and online learning models.
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
1. Open education is gaining mainstream popularity with large investments in MOOCs like edX and Coursera. European universities are also exploring open education models.
2. TU Delft aims to have a distance and online education program operational within 4 years based on their OpenCourseWare content. They have selected 3 pilot programs in engineering fields.
3. TU Delft views open education as an opportunity to improve learning through more flexible and modular content while also limiting costs. Their goal is to transition more fully from their residential program to incorporating open education.
The long run impact of MOOCs will be significant according to the presenter. In the long run, MOOCs will lead to (1) courses being bundled into credit-bearing programs and microcredentials, (2) education becoming more global in reach from national to worldwide, and (3) a shift from initial education to continuous lifelong learning. Classrooms will also evolve from traditional lectures to blended learning combining online and in-person. Overall education will move towards being more open through open educational resources and MOOCs.
The document discusses the Alcohol & Drugs Studies (ADS) programme's transition from face-to-face to online learning over the past 20 years. ADS began offering flexible learning approaches in 1979 and started transitioning to online learning in 1998-2000 to maintain their advantage as the largest programme in the UK and allow access to students regardless of location. They developed online learning materials from 2000-2002 and now offer a blended mix of face-to-face and online learning. ADS has also internationalized their curriculum and offers practice placements locally, nationally, and internationally with blended learning. Developing flexibility through online learning has allowed ADS to remain the largest addiction programme provider in the UK and the only one that supports part-
TU Delft Brightspace Matrix as Instructor ToolD2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): TU Delft Brightspace Matrix as Instructor Tool, Margie Grob, Learning Developer, TU Delft, The Netherlands
This document outlines the agenda for a discussion on short learning programmes at TU Delft Online. It provides context on TU Delft's education vision and strategy to offer professional and post-academic courses. Examples of potential short learning programmes are provided across various engineering and science themes. Challenges with online short learning programmes include lack of online expertise, additional workload, accreditation speed, and mindset shifts. Solutions proposed are forming expert course teams, providing training and incentives, streamlining accreditation, and clarifying business models.
D2LFusion: A Collaboration & Learning Environment to enable to be a universit...Willem van Valkenburg
The document discusses the context and implementation of a new collaboration and learning environment at Delft University of Technology. Key points:
- TU Delft had a high ambition for open and online education and needed a more flexible system to replace its 17-year use of Blackboard.
- It conducted a best value procurement process and selected Brightspace as its new platform in July 2016.
- The implementation involved setting up the technical, functional, and change management aspects in an interdependent way.
- A two-stage migration strategy was developed to move all courses to the new system by September 2017 while focusing on education quality and minimizing burden on teachers.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
The document summarizes a conference on blended learning. It provides an agenda that includes introductions, an overview of why blended learning is important, and a session on the Blended Learning Mastery Series. The Mastery Series is a three-part workshop that teaches participants how to design effective blended learning environments through exploring research, developing course plans, assessing techniques, and teaching methods. Between workshops, participants apply concepts from the research and design phase to their own courses. The program aims to facilitate peer learning and build professional networks around blended learning strategies and design.
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...Chrissi Nerantzi
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
This document discusses continuous professional development (CPD) for academics. It notes that CPD does not need to be formal and can include informal, practice-based activities. The document outlines different types of CPD such as reactive, self-driven, and proactive CPD. It also discusses challenges of CPD including time, workload, and rapid changes. The document proposes a flexible CPD model called FLEX that allows academics to choose various CPD activities and receive credits that can contribute to professional recognition from the Higher Education Academy. Academics document their selected CPD activities and reflections in an academic portfolio.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Designing Exemplary Online Courses in BlackboardJason Rhode
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
UDOL: Quality Frameworks for Online EducationEADTU
This document discusses quality frameworks for online education. It covers three main areas of online education provision: degree education, continuing education/professional development, and open education. It also discusses challenges in designing online courses and ensuring quality, the need for innovative pedagogies and learning design, and ensuring quality assurance frameworks can adapt to different online education approaches and innovations. National quality assurance agencies need to develop expertise in evaluating new teaching models and support innovation in online education.
Conole learning design_workshop NTU Innovations in Teaching SeminarGrainne Conole
- The 7Cs framework is a new learning design approach that involves conceptual representations of courses to shift practice from implicit to explicit design-based approaches. It comprises seven stages: Conceptualise, Capture, Communicate, Collaborate, Consider, Combine, and Consolidate.
- An evaluation of the framework found it enabled teachers to rethink their course design and create more engaging learning experiences for students. It can also be used to indicate the nature of courses to learners.
- The document outlines activities for workshop participants to apply the 7Cs framework to conceptualize their own course designs.
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
FLEX pilot for Remaining in Good Standing Chrissi Nerantzi and Kath BothamChrissi Nerantzi
This document outlines a pilot project exploring the use of e-portfolios to demonstrate maintaining good standing for Higher Education Academy (HEA) Fellowship. The project involved 5 participants capturing their continuing professional development activities related to teaching in a Wordpress portfolio over 6 months. Participants provided peer support and feedback to each other through a "buddy system". The goal was to evaluate e-portfolios as a potential mechanism for fellows to evidence ongoing engagement with professional standards and development activities to maintain their fellowship status.
Moving Towards an Integrated Learning ePortfolio as an "Educational Passport"ATPaceU
This document discusses the implementation of an integrated ePortfolio system at Pace University. It summarizes:
1) Pace University transitioned from isolated ePortfolio use among courses to a unified, university-wide ePortfolio system called Mahara to encourage integrated learning.
2) Implementing the new ePortfolio system involved establishing an advisory board, developing training resources for faculty and students, and increasing participation over six months through a pilot program and workshops.
3) Pace aims to build a "culture of evidence" where ePortfolios are used across the curriculum, student life, and for career development to showcase learning and facilitate student reflection.
The document discusses the role of an instructional designer at the University of Illinois College of Medicine in Chicago. It describes how the instructional designer helps improve the medical school curriculum through evidence-based best practices, feedback loops, and future planning. The designer analyzes course evaluations, observes teaching, and collaborates with faculty to enhance learning materials and instructional methods using frameworks like ADDIE and backward design. Evaluation data is used to identify areas for improvement and gauge the impact of changes made. The goal is to continually refine the curriculum and help faculty develop as effective educators.
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Similar a Framing Blended learning, teaching, and education (20)
Mobility opportunities with Erasmus+ (action line KA171 & KA171) - Larissa Sl...EADTU
This document provides information about the Erasmus+ program for higher education mobility opportunities. Erasmus+ is a European subsidy program that covers education, training, youth, and sport with a budget of €26 billion for 2021-2027. It aims to promote economic growth, employment, equal opportunities, and social inclusion in Europe. The program offers students and staff the opportunity to study, train, teach, and volunteer abroad. Key actions under Erasmus+ for higher education include KA131 for mobility within Europe and KA171 for mobility outside of Europe.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Presenter : Stephan Poelmans, KU Leuven, Stephan.Poelmans@kuleuven.be
KU Leuven Team:
Katie Goeman
Stephan Poelmans
Veerle Van Rompaey
Anneleen Cosemans
Elke Van der Stappen
Faculty of Economics and Business, LIRIS research group
Educational Development Unit, KU Leuven
2. EMBED as a strategic partnership
During a period of three years (2017-2020) experts in the field of quality
assurance, online and blended learning work closely together to achieve different
objectives related to the introduction and sustainable implementation of Blended
Education
3. Purposes of EMBED
• Track and map BL practices, conditions, strategies and policies in
a systematic manner
• Assess the degree of maturity of BL in HEIs
• Provide a framework for enabling optimization or change to
achieve up-scaled quality BL programs and courses
4.
5. Working towards a maturity model
1. Literature study
2. Repository of BL cases (mainly BL courses), interviews with
lecturers, course designers and policy makers
3. Interviews BL experts, outside the EMBED project (Delphi study)
o Framing blended learning, teaching and education
o Define & refine dimensions and criteria of the MM
o Describe maturity levels
4. Follow-up: revision/validation, multiplier events, MOOC
6. 1. Blended learning: learning as a result of a deliberate, integrated
combination of online and face-to-face learning activities.
2. Blended teaching: designing and facilitating blended learning
activities.
3. Blended education: the formal context of BL (practices) that is
determined by policies and conditions with regard to the organization
and support of blended learning.
Definitions in the EMBED project
Goeman, K., Poelmans, S., Van Rompaey, V. (2018). Framing Blended Learning, Teaching and
Education. In: ICERI2018 Proceedings, (1676-1680). Presented at the International Conference
of Education, Research and Innovation, Sevilla, 12 Nov 2018-14 Nov 2018.
7. Definitions in the EMBED project
1. Deliberate: Outcome-oriented:
• Micro level: activating students, non-rote learning, dealing with
large groups, student satisfaction, ….
• Meso level: cost-benefits, targeting certain student groups,
reducing drop-out rates, increasing pass rates, flexibility,
accessibility, …..
2. Integrated combination: A contextualized logic for learning
using a blend of virtual and physical spaces.
‘Blended learning refers to a deliberate, integrated combination of
online and face-to-face learning activities’
8. IMPORTANCE OF EVIDENCE, EXPERIENCE AND Continuous Quality
Improvement (CQI)
- When backed up by research and/or previous experience a course or
program design is reinforced.
- The extent to which CQI processes and monitoring are embedded in a
course or program, determines the maturity level of a BL approach.
- These allow course instructors/designers to continuously improve BL
courses in an iterative manner
MATURITY concept relates to the degree of formality and optimization of
the design, evidence-based decision making, documentation and
continuous quality improvement
ACTION LEVEL AND KEY ACTORS
- Three action levels : the micro, meso and macro level.
- Main actors are: instructor or instructional designer & students (micro),
teams for decision making (program coordinators and heads of teaching and
learning centers (meso))
Assumptions
9. • Course design process
– Selection of blended learning
activities and their sequence
– Selection of blended learning tools
and technology
• Course flexibility
Course interaction
Course experience
– Student learning
– Study load
– Inclusiveness
Micro –
Dimensions and criteria
10. Existing frameworks
- Graham & Woodfield
- Strategy
- Structure
- Support
- E-learning Maturity Model
- E-xcellence (EADTU)
- Quality score cards for BL
- …
Meso –
Dimensions and criteria :
• Programme design process
– Programme coherence
– Alignment and coherence of blended learning tools
• Programme flexibility
• Programme experience
– Student learning
– Study load
– Inclusiveness
Institutional level
• Institutional support
• Institutional strategy
• Sharing and openness
• Professional development
• Quality assurance
• Governance
• Finances
• Facilities
11. Micro level: BL PRACTICES
IN CONTEXT
Sample Overview (N=26 cases )
6 Embed partner universities
• Humanities 7 (philosopy, linguistics, cultural studies, psychology)
• (Business) Economics & Information Management 6
• Exact Sciences & Research Methods 10
• Medical Sciences 3
Interviews with lecturers and an online survey
(frequency of learning activities and tools)
16. BLENDED EDUCATION CONTEXT – Drivers
• Individual drivers:
• Enrich the learning experience:
• Focus on problem solving
• Focus on authentic cases
• Supporting engagement and building a community outside of the
classroom
“For 25 years I have been trying to find ways of helping students with
turning theory into conceptual thinking and into problem solving”
“To free up class time and try to replace that for conceptual thinking”
• More interactive teaching
“[until now the normal way of teaching] was the teacher standing up at
the blackboard … and the students sitting in the chairs… so we want to
change that form of teaching into a …. more interactive form of
education.”
17. BLENDED EDUCATION CONTEXT – Drivers
• Individual drivers:
• Skills for the students’ future careers
• They should learn to work in a team and collaborate (outside the
classroom)
• Students need to learn how to use various tools
• They need to learn to search for reliable information
• They need to learn to apply theories in practice
• Flexibility & internationalization
• Reaching International students or students living far from the campus
• Reaching students with certain disabilities or a different educational
context
• Personal interests
• Experimenting with tools, new ways of teaching
• Doing research on teaching methods
18. BLENDED EDUCATION CONTEXT – Drivers
• Internal institutional drivers :
• Improve success rate
“So 70% of the influx [should] obtain their bachelor’s degree within four
years, that was more or less the main goal”
• University-level strategy
“There is a strong hint [from our university] that things should be
blended, or online”
“The one big driver was the university statement, I think 2 years ago,
that they would expect all students to have the opportunity to take at
least one fully online course.”
• External drivers :
• Requirements:
• The need to reach international students before the course starts
on-campus
• Managing assignments for large groups of students , peer reviews, …
19. BLENDED EDUCATION CONTEXT – Enablers
Enablers
(THAT WORK)
• Support in the development of online
materials, e.g. videos
• Funding from various sources, e.g. from
faculty
• Extra staff, e.g. teaching assistants
• Follow-up, e.g. sharing experiences with
colleagues
• Technical, either centralized or faculty-
based help desks
• Project-oriented approach within a
design team (>< ’find your way’)
• Time for development
• Peer pressure
• …
20. BLENDED EDUCATION CONTEXT – Laurillard’s Model
Laurillard, D. (2014). Thinking about blended learning A paper for the Thinkers in
Residence programme, (December), 1–26.
21. SOME CHALLENGES & FUTURE TRENDS
- Applying learning analytics on a more advanced level
- Recommender systems
- Predictive next to descriptive analytics
- ….
- Inserting adaptivity in a BL approach
- E.g. “So more basic exercises for the ones who need it. And then more
challenging for the ones who can handle that…”.
- E.g. “It would be wise [to do it like this:] ‘This is the minimum that you have
to do and this is the exam for that. And you get a six or a seven. No more.
But if you’re willing to take up a challenge, this is the target exam for an
eight. And if you really want to be challenged, there’s a third exam. I think it
would help them. ‘ “
- Dealing with very large groups (e.g. + 400 students)
- ‘MOOC style’ teaching
- …
22. Don’t fall into the trap of thinking that if you make the material crisp and clear, as
nice as you can, that all your problems are gone. Be very sensitive of whether the
material is not too good, so that your students have the impression that they
understand that, they did understand the story but they don’t understand the
concept.
I think it's worthwhile doing so. But they have to be aware that it will cost time. It
will not save you time. It will probably increase the efficiency of the course, but it
will not save you time as a lecturer.
Don’t make everything blended … And so the good things from the past, the good
old lectures : keep them ! And next to this, do things with a team ! A team of 2 or 3
is enough. And then you have to go for it, mind the details, the quality of audio
and video, appointments with students, a study guide. Choose your pet project
and go for quality and detail.
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