Is our education well blended?

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Presentation by Yi-Shan Stai on is our education well blended, during the EMBED Launch in Edinburgh on 2 September 2019.

[EMBED MOOC
March 2020
CC-BY 4.0 1

[
2CC-BY 4.0
• Provide professional development for leadership of higher education
institutions, particularly those involved in leading the design and
implementation of blended-learning

[
3CC-BY 4.0
• Policy makers, managers responsible for technology-enhanced
learning, learning technologists, and practitioners in higher education

[
4CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action

[
5CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action
• What is BL/BT/BE?
• What is the difference
between maturity and
quality?

[
6CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action
• How to facilitate
blended learning at
course level?

[
7CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action
• How to facilitate
blended learning at
programme level?

[
8CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action
• How to facilitate
blended learning at
institution level?

[
9CC-BY 4.0
Introduction
Course
level
Programme
level
Institution
level
Reflection &
action
• How is BL & BT
informed by beliefs?
• What are the factors
that shape BL
experience?
• What are the
opportunities and
costs of BE?

[
10CC-BY 4.0
Where
are we?
Where to
be?
How to?

[
11CC-BY 4.0
CommunityResources
Good
practice
Image by Tumisu from Pixabay.

[
12CC-BY 4.0 Image by OpenClipart Vectors from Pixabay.

[
13CC-BY 4.0

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This document discusses short learning programmes, microcredentials, and modularity in European higher education. It provides an overview of these topics and their relevance in lifelong learning. Specifically, it notes that short learning programmes and microcredentials can better meet learners' time horizons, motivate continued study, and recognize continuing education. The Common Microcredential Framework aims to harmonize the wide variation in certificates. Modularity supports continuing education through flexible, stacked credentials from micro-learning to degrees. National and EU policies are developing frameworks for these qualifications and lifelong learning.

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This document summarizes the development of a collaborative online education program called "Digitally Competent Educators" between four European universities. The program aims to develop educators' digital competences through three online modules based on the EU's Digital Competence Framework for Educators. The universities collaborated in designing a flexible, scalable curriculum using the framework, selecting a learning platform, and establishing joint administration like grading and certificates. They continue working together to evaluate and market the program annually.

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The document discusses short learning programmes (SLPs) in European higher education. SLPs are coherent groups of learning units that focus on specific skills and knowledge, award credit-based certification, and typically last 5-30 ECTS credits. They are designed to meet the needs of learners and employers for flexible, short-term education opportunities. However, SLPs currently face challenges with lack of uniformity, recognition between institutions, and accreditation processes. The document calls for standardizing the name, level, size and content of SLPs and stressing their stackability toward degrees to improve mobility and access across European higher education.

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The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.

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The document discusses surveys conducted on short learning programs (SLPs) at partner institutions and their strategic embedding. It finds that SLPs vary significantly in size, language, entry requirements, and quality assurance practices. Recommendations are provided to standardize SLPs as 5-30 ECTS academic units integrated into the Bologna Process, develop a fast quality assurance process, dedicate European funding for SLP development, and increase their visibility through an online repository. SLPs could help maintain learner interest in higher education, challenge existing business models, and act as incubators for innovation if given proper recognition.

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More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.

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1. [EMBED MOOC March 2020 CC-BY 4.0 1

2. [ 2CC-BY 4.0 • Provide professional development for leadership of higher education institutions, particularly those involved in leading the design and implementation of blended-learning

3. [ 3CC-BY 4.0 • Policy makers, managers responsible for technology-enhanced learning, learning technologists, and practitioners in higher education

4. [ 4CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action

5. [ 5CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action • What is BL/BT/BE? • What is the difference between maturity and quality?

6. [ 6CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action • How to facilitate blended learning at course level?

7. [ 7CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action • How to facilitate blended learning at programme level?

8. [ 8CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action • How to facilitate blended learning at institution level?

9. [ 9CC-BY 4.0 Introduction Course level Programme level Institution level Reflection & action • How is BL & BT informed by beliefs? • What are the factors that shape BL experience? • What are the opportunities and costs of BE?

10. [ 10CC-BY 4.0 Where are we? Where to be? How to?

11. [ 11CC-BY 4.0 CommunityResources Good practice Image by Tumisu from Pixabay.

12. [ 12CC-BY 4.0 Image by OpenClipart Vectors from Pixabay.

13. [ 13CC-BY 4.0