The document summarizes the LEAD-LAB Grundtvig Project, which aims to create an integrated model of personalized learning and self-directed learning to improve adult education in Europe. The project will identify best practices in personalization and self-learning, develop the LEAD-LAB model and guidelines for its application, define competencies for a new role of "Learning Personalization Trainer," and test an experimental course to train these trainers. The expected impact is to facilitate the development and transfer of innovative practices in adult education across Europe.
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.
The document summarizes the LEADLAB project which aims to create an integrated model of personalized learning and self-directed learning for adult education. The project will identify best practices in personalization and self-learning, develop guidelines and competencies for a new "Learning Personalization Trainer" role, and test an experimental course to train these trainers. The expected impact is to facilitate the development and transfer of innovative practices in adult education across Europe.
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.
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
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
The document summarizes the LEAD-LAB Grundtvig Project, which aims to create an integrated model of personalized learning and self-directed learning to improve adult education in Europe. The project will identify best practices in personalization and self-learning, develop the LEAD-LAB model and guidelines for its application, define competencies for a new role of "Learning Personalization Trainer," and test an experimental course to train these trainers. The expected impact is to facilitate the development and transfer of innovative practices in adult education across Europe.
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.
The document summarizes the LEADLAB project which aims to create an integrated model of personalized learning and self-directed learning for adult education. The project will identify best practices in personalization and self-learning, develop guidelines and competencies for a new "Learning Personalization Trainer" role, and test an experimental course to train these trainers. The expected impact is to facilitate the development and transfer of innovative practices in adult education across Europe.
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.
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
The document discusses the EMBED framework for assessing the level of embeddedness of blended learning at higher education institutions. It provides descriptions of three levels - ad hoc, consolidated, and strategic - for 12 dimensions of embeddedness. These dimensions include institutional strategy, support, sharing of best practices, professional development, quality assurance, governance, finances, and facilities. The document encourages using the framework to discuss the current maturity level of an institution, how it may need to change due to COVID-19, and formulating action points for improvement.
Developing Deep and Authentic Learning in Remote Teaching and Learning during...Seun Oyekola
This document discusses developing deep and authentic learning in remote teaching during the COVID-19 pandemic. It analyzes student experiences and challenges with the transition to online learning through interviews. Global design principles are proposed to guide instructional design, including creating engaging learning spaces, providing scaffolding and coaching, and encouraging collaboration. An intervention is proposed addressing access issues, reducing isolation, engaging teaching methods, and adopting varied activity types based on learning theories. The goal is to promote continued meaningful learning remotely.
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.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
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 document discusses the DeL peer-mentoring scheme for 2021-2022. It provides background on the history of digital learning at the university from 2007-2021. It then outlines the goals of the Digitally Enhanced Learning (DeL) program which are to improve student experiences, engagement, and learning through the use of new technologies. Finally, it describes how DeL will be implemented during the Fall 2021 semester through the use of Professional Learning Communities where faculty will meet monthly to discuss lessons learned and best practices for incorporating digital learning tools.
The general aim of this work has been to define some guidelines and recommendations for implementation of OCW by institution in a context of student mobility. The approach taken is to determine a set of controls as part of a quality model for the implementation of OCW in virtual mobility. Therefore, this quality model would take into account some acknowledged quality aspects in eLearning, production and reuse of OERs, and at the end, the implementation of mobility programs.
The present work is an output of the project ´´Open Course Ware in the European HE context´ European project founded by the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European OCW framework and as consequence a decline of obstacles to collaboration between European institutes, and therefore an increase in real student mobility.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningLeo Havemann
A workshop presentation at HEA/SEEC Conference 2013 by Leo Havemann and Liz Johnston Drew
Slides based on an original presentation developed by Joana Barros and Joanne Leal
Birkbeck, University of London
The document summarizes the challenges and lessons learned from an Erasmus program that facilitated virtual mobility among higher education academic staff across Europe. Key challenges included: 1) Reaching agreement on consistent learning outcomes across institutions. 2) Ensuring recognition and certification of student learning. 3) Measuring diverse student achievements across cultures and contexts. Barriers to overcome include a lack of regulations and inter-institutional agreements for recognizing virtual mobility outcomes. Lessons indicate recognition will remain difficult without institutional support for virtual learning and changes to traditional assessment methods.
This document outlines a workshop on developing robust graduate profiles. It introduces the Targeted Review of Qualifications (TRoQ) being conducted by NZQA. The workshop will discuss principles of qualifications design, critique sample graduate profiles, and consider concepts for programme design. Guidelines are provided for designing graduate profiles, including asking what graduates will know, do, and be. The document also discusses metaphors for programme design and frameworks for curricula in different disciplines.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document summarizes the changes made by Christchurch Polytechnic Institute of Technologies to shift from a tutor-centered approach focused on unit standards to a more student-centered approach integrating literacy, numeracy and project-based learning. Key changes included embedding literacy and numeracy into project work, using scaffolding and "mini-teach" lessons, assessing students through project work, and gaining student feedback to further improve the program. The goal was to better support adult students and prepare them for future careers.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
The document summarizes a study on the effects of using GIF animations in science lessons. It includes:
- Background on the K-12 curriculum in the Philippines and issues like low performance in science.
- A literature review supporting the use of visualizations like GIFs to help students learn.
- Details of the study which used GIFs in lessons for an experimental group and compared pre- and post-test scores to a control group.
- Results found both groups improved but the experimental group scored significantly higher, showing GIFs enhanced learning of science concepts and skills.
- The findings support other research on using multimedia like images and videos to improve student engagement and performance.
This newsletter issue from CEMCA includes the following:
- An article discussing how institutional self-evaluation methodology can help improve pedagogical management of distance education projects.
- News and updates on CEMCA's recent activities in the region.
- A review of the book "MOOCs and Open Education: Around the World" and a feature on Nanyang Technological University.
- Tips and tools for open educational resources including a mediawiki extension for quality assurance of OER.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Pgce 14 19 it diploma presentation corey harris-2Charris37
The document outlines reforms made to the UK's 14-19 curriculum, including changes such as reducing GCSE and A-Level subject units, focusing on coursework over exams, introducing apprenticeships and diplomas, and ensuring all qualifications contain vocational and academic elements to give students more choice and overcome barriers to learning. The goal is for the reformed curriculum to better engage and benefit students, employers, and the wider community.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
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.
Continuous professional development for secondary education teachers to adopt...Up2Universe
This document outlines a continuous professional development (CPD) program for secondary education teachers to help them adopt next-generation digital learning platforms. The CPD program was implemented across eight European countries as part of the Up2University project. The three module CPD program aimed to empower teachers to integrate student-centered teaching methods and technology. Initial results from Greece found that teachers found the first module helpful and applicable to their teaching, and would recommend it to others. The conclusions note that large-scale CPDs require a flexible approach when implemented across multiple countries.
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 document discusses the DeL peer-mentoring scheme for 2021-2022. It provides background on the history of digital learning at the university from 2007-2021. It then outlines the goals of the Digitally Enhanced Learning (DeL) program which are to improve student experiences, engagement, and learning through the use of new technologies. Finally, it describes how DeL will be implemented during the Fall 2021 semester through the use of Professional Learning Communities where faculty will meet monthly to discuss lessons learned and best practices for incorporating digital learning tools.
The general aim of this work has been to define some guidelines and recommendations for implementation of OCW by institution in a context of student mobility. The approach taken is to determine a set of controls as part of a quality model for the implementation of OCW in virtual mobility. Therefore, this quality model would take into account some acknowledged quality aspects in eLearning, production and reuse of OERs, and at the end, the implementation of mobility programs.
The present work is an output of the project ´´Open Course Ware in the European HE context´ European project founded by the Lifelong Learning Programme of the European Union. The focus of the project is the creation of preconditions for a strong European OCW framework and as consequence a decline of obstacles to collaboration between European institutes, and therefore an increase in real student mobility.
The document discusses the UK Professional Standards Framework (UKPSF), which describes roles in teaching and learning support in higher education. It outlines the UKPSF's dimensions of practice, including areas of activity, core knowledge, and professional values. It then describes Changemaking @ Northampton (C@N-DO), a framework that was developed in response to the UKPSF and aims to provide flexible professional development and assessment opportunities for staff. C@N-DO workshops and assessments are underpinned by the UKPSF dimensions. The document provides an example of a staff member completing a UKPSF self-audit to evaluate their strengths and experience across the dimensions.
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningLeo Havemann
A workshop presentation at HEA/SEEC Conference 2013 by Leo Havemann and Liz Johnston Drew
Slides based on an original presentation developed by Joana Barros and Joanne Leal
Birkbeck, University of London
The document summarizes the challenges and lessons learned from an Erasmus program that facilitated virtual mobility among higher education academic staff across Europe. Key challenges included: 1) Reaching agreement on consistent learning outcomes across institutions. 2) Ensuring recognition and certification of student learning. 3) Measuring diverse student achievements across cultures and contexts. Barriers to overcome include a lack of regulations and inter-institutional agreements for recognizing virtual mobility outcomes. Lessons indicate recognition will remain difficult without institutional support for virtual learning and changes to traditional assessment methods.
This document outlines a workshop on developing robust graduate profiles. It introduces the Targeted Review of Qualifications (TRoQ) being conducted by NZQA. The workshop will discuss principles of qualifications design, critique sample graduate profiles, and consider concepts for programme design. Guidelines are provided for designing graduate profiles, including asking what graduates will know, do, and be. The document also discusses metaphors for programme design and frameworks for curricula in different disciplines.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
This document summarizes Richard Hall's experience working to embed inclusivity in the curriculum at De Montfort University (DMU). It describes how DMU has progressed from a focus on "Freedom to Achieve" to reduce the BAME attainment gap, to a broader initiative called "Decolonising DMU" to promote inclusion across the institution. Key activities discussed include curriculum co-creation with students, staff training, and reviewing university policies, practices and infrastructure from an inclusion perspective. Challenges addressed include representing all students in curricula and ensuring inclusive practices become normalized.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document summarizes the changes made by Christchurch Polytechnic Institute of Technologies to shift from a tutor-centered approach focused on unit standards to a more student-centered approach integrating literacy, numeracy and project-based learning. Key changes included embedding literacy and numeracy into project work, using scaffolding and "mini-teach" lessons, assessing students through project work, and gaining student feedback to further improve the program. The goal was to better support adult students and prepare them for future careers.
The document provides an overview of Outcome Based Education (OBE), including:
- OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered.
- Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes.
- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
The document summarizes a study on the effects of using GIF animations in science lessons. It includes:
- Background on the K-12 curriculum in the Philippines and issues like low performance in science.
- A literature review supporting the use of visualizations like GIFs to help students learn.
- Details of the study which used GIFs in lessons for an experimental group and compared pre- and post-test scores to a control group.
- Results found both groups improved but the experimental group scored significantly higher, showing GIFs enhanced learning of science concepts and skills.
- The findings support other research on using multimedia like images and videos to improve student engagement and performance.
This newsletter issue from CEMCA includes the following:
- An article discussing how institutional self-evaluation methodology can help improve pedagogical management of distance education projects.
- News and updates on CEMCA's recent activities in the region.
- A review of the book "MOOCs and Open Education: Around the World" and a feature on Nanyang Technological University.
- Tips and tools for open educational resources including a mediawiki extension for quality assurance of OER.
PRE-SERVICE AND IN-SERVICE TRAINING OF TVET TEACHERSOECD CFE
Presentation by Dr. Nguyen Quang Viet, Viet Nam, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
Pgce 14 19 it diploma presentation corey harris-2Charris37
The document outlines reforms made to the UK's 14-19 curriculum, including changes such as reducing GCSE and A-Level subject units, focusing on coursework over exams, introducing apprenticeships and diplomas, and ensuring all qualifications contain vocational and academic elements to give students more choice and overcome barriers to learning. The goal is for the reformed curriculum to better engage and benefit students, employers, and the wider community.
The European Maturity Model for Blended Education is a framework which can help educators and institutions to take the next step in blended education.
The framework consists of 3 levels (course, programme, and institution) and for each level dimensions and indicators have been developed. This can be used to self assess the maturity of a blended course, programme or institution..
The EMBED implementation guidelines offer support for educators, course teams, instructional designers and management to mature in blended education. For each of the 21 dimensions guidelines have been written to reach the next maturity level. The guidelines include educational models, articles, research, and tools. Use them and take the next step toward mature blended education.
For more information, take a look at https://embed.eadtu.eu.
Ten principles of succesful learning- 10 principios para el e-learning exitosoItslearning México
This document discusses the Ten Pedagogic Principles of E-learning as defined by Anderson and McCormick. The principles are: 1) match to the curriculum, 2) inclusion, 3) learner engagement, 4) innovative approaches, 5) effective learning, 6) formative assessment, 7) summative assessment, 8) coherence, consistency and transparency, 9) ease of use, and 10) cost-effectiveness. It then presents how the itslearning online learning platform applies each of these principles in its design, tools, and features to provide effective online education that is accessible and supportive of all learners.
Professor Dr. Ebba Ossiannilsson is a consultant and expert in open, online, and distance learning who advocates for improving quality in these contexts. She has nearly 20 years of experience and roles in several international organizations related to open educational resources, quality assurance, and online and blended learning. The workshop agenda discusses current international quality frameworks like the UNESCO Education 2030 agenda and provides an overview of quality guidelines, principles of good course design, and factors for learner success in open, online, and flexible education.
Teaching and Learning/Staffing Model in an Online Distance Education ContextJames Brunton
The document describes the teaching and learning/staffing model for online distance education programs at DCU. It discusses:
1) Key roles in the staffing structure include distance education tutors, assessment monitors, writers, and markers who support students asynchronously online and synchronously in tutorials.
2) The teaching and learning model involves students interacting with tutors and peers online using Moodle, participating in virtual or in-person tutorials, and accessing self-instructional materials and resources to meet learning outcomes.
3) Quality assurance mechanisms like assessment monitoring, external experts, and tutor evaluations ensure high standards across the online distance education programs.
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
1. The document discusses the process of designing and developing e-content using the ADDIE model of instructional design.
2. The ADDIE model consists of 5 phases - Analysis, Design, Development, Implementation, and Evaluation. In the analysis phase, learner needs and goals are analyzed. The design phase involves defining learning objectives and structuring content.
3. In the development phase, a storyboard is created to script the course content. The implementation phase distributes materials to learners. Formative and summative evaluations are conducted in the evaluation phase to assess effectiveness.
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
The document outlines an instructor induction program, beginning with an overview of the academy's vision, mission, values, and key staff roles. It then covers the academy's policies, cognitive learning theory, best practices for effective training, and factors to consider when developing a program. The recap emphasizes Bloom's taxonomy, constructive alignment, and the importance of ongoing support and mentorship for instructors.
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
This chapter discusses designing blended learning approaches that combine face-to-face instruction with online learning. It addresses the need for blended learning due to constraints on educational resources. When implementing blended learning, factors like curriculum, learning activities, support, and evaluation must be considered. Challenges include how to design the curriculum and online resources, how students' learning strategies may change, and distributing time between online and classroom activities. The goal of blended learning is to combine the best of in-person and online instruction by providing flexible access to multimedia content and increasing scheduling flexibility for students.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
The document discusses the curriculum for UPLIFT Wisconsin, an organization that provides career training and job placement for unemployed or under employed military members and their families. It focuses on explaining blended learning, which combines various teaching methods including online and in-person instruction. Blended learning aims to improve outcomes by addressing different learning styles and making resources more accessible. The curriculum utilizes techniques like online tutorials, hands-on learning, and group projects to engage students and maximize their learning experience.
This document provides guidance for implementing a Homeroom Guidance program for the 2021-2022 school year. The program is designed to equip K-12 learners with life skills in three domains: academic development, personal and social development, and career development. It will be implemented through weekly Homeroom Guidance classes and monitored by school heads, guidance counselors, and class advisers. Learners will be assessed throughout the year to evaluate their development in the program's competencies and areas for improvement. Orientations will be provided for learners, parents, teachers and administrators to ensure proper implementation of the Homeroom Guidance curriculum.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
The document provides information on the Risk Management program at Glasgow Caledonian University, including:
1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field.
2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment.
3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.
Similar a Project: European Maturity Model for Blended 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.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Project: European Maturity Model for Blended Education
1. European Maturity Model
for Blended Education
Authors: W.F. van Valkenburg, W.P. Dijkstra & B. de los Arcos
Delft University of Technology
Date: August 2019
License: This work is licensed under a Creative Commons Attribution 4.0
International License. Please attribute the EMBED project and the
authors.
Funded by: European Union –funded project – Erasmus+ – Key Activity 2
01-09-2017 – 31-08-2020
2.
3. European Maturity Model for Blended Education - August 2019 3
Introduction
EMBED, a strategic partnership
The EMBED project partnership is established by EADTU (coordinator),
connecting KU Leuven (Belgium), Delft University (The Netherlands), Aarhus
University (Denmark), University of Edinburgh (United Kingdom), Dublin City
University (Ireland) and Tampere University of Applied Sciences (Finland).
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.
The project partners embrace a multilevel framework in order to tackle
conceptual and implementation issues at the course and programme level
(micro), at the strategic/institution level (meso) and with the intent to give
relevant input to governmental policy (macro). The macro level is not covered in
this publication.
Maturity Model for blended education
This model is a framework which can be used to tackle any conceptual or
implementation issues regarding blended learning, teaching and education. It
indicates which dimensions are relevant for lecturers and educators, but also
institutions, policymakers and educational centres. It aims to help, inspire and
guide anyone who wants to implement or improve blended learning in their
institution.
This model consists of three levels: course level, programme level, and institution
level. Each level has multiple dimensions, which together should give a
comprehensive overview of the field of blended learning and education. The
dimensions include indicators which describe the level of maturity. The
dimensions and indicators can help to determine your own level of maturity.
Realisation of the model
The EMBED model is based on thorough research by KU Leuven. The research
consists of a literature research toward the concepts of blended learning,
teaching and education, and also dozens of interviews with educators and
management of the EMBED partners. Based on this research, the first draft of the
maturity model was compiled.
In the period from December 2018 until July 2019, the maturity model is validated
by more than 20 experts from Europe. All these experts have multiple years of
4. European Maturity Model for Blended Education - August 2019 4
experience with blended learning or education. The model is validated by using a
Delphi study. This means that experts reached consensus regarding the
dimensions and indicators of the Maturity Model. The version in this document is
the validated version of the European Maturity Model.
More information
If you would like to know more about the EMBED project and its partners, or want
to read other publications, please go to https://embed.eadtu.eu.
5. European Maturity Model for Blended Education - August 2019 5
Preliminaries
The maturity model’s aim is to map blended learning practices, conditions,
strategies and policies in a systematic manner and, ultimately, to identify tracks
for optimization or change. Before elaborating on the pillars of the maturity
model, we refer to a series of implicit and explicit assumptions:
BLENDED LEARNING, TEACHING & EDUCATION
For this framework we use the following definitions:
• Blended Learning = learning as a result of a deliberate, integrated
combination of online and face-to-face learning activities.
• Blended Teaching = designing and facilitating blended learning activities.
• Blended Education = the formal context of blended learning that is
determined by policies and conditions with regard to the organization and
support of blended learning.
MATURITY
The concept of ‘maturity’ relates to the degree of formality and optimization of
the design, evidence-based decision making, documentation and continuous
quality improvement which characterize the uptake of blended Learning
practices, or the implementation of blended learning conditions and strategies.
QUALITY ¹ MATURITY
Quality approaches can be in place within each of the maturity levels. However,
maturity does not equal quality. Moreover, it has been observed that repeated
blended learning practice at a particular maturity level does not result in an
actual increase in maturity.
ALIGNMENT
We assume that instructors or instructional designers are knowledgeable about
how to align course objectives/expected outcomes, learning activities, and
assessment (both formative and summative). We also assume that they are
knowledgeable about the alignment between the course objectives and the
target student group.
VALUE OF (INFORMED) DESIGN
We explicitly adhere to a design-focused approach of courses and programmes.
Consequently, we see growth in maturity as a result of the ability of (teams of)
instructors, instructional designers and others involved to make informed
decisions about blended learning courses and programmes. This includes using
design principles and/or instructional theories, from blended learning activity
design right up to whole programme design (i.e. the organization, planning and
documentation of a structured series of courses or units).
6. European Maturity Model for Blended Education - August 2019 6
VALUE OF EVIDENCE, EXPERIENCE AND CONTINUOUS QUALITY
IMPROVEMENT (CQI)
When backed up by research and/or practical evidence a course or programme
design is reinforced. The extent to which continuous quality improvement
processes and products are embedded in a course or programme determines the
maturity level of a blended learning practice. These allow course
instructors/designers to continuously improve blended learning courses in an
iterative manner.
ACTION LEVELS AND KEY ACTORS
Three action levels are included in the model: the micro, meso, and macro level.
We deem the main actor at the micro level to be the instructor or the instructional
designer of a course. At the meso-level different key actors, teams, or bodies for
decision making play a role in the decision-making process. Programme
coordinators, department heads, deans, and heads of teaching and learning
centres are involved, among others.
7. European Maturity Model for Blended Education - August 2019 7
Course Level
The course level ‘refers to the core of the educational system, where both
learning processes and instructional processes are situated’. It refers to the
primary educational process, in other words the development, execution and
evaluation of courses. The stakeholders of this level are mainly teachers/
educators and students, but also instructional designers, learning developers,
content developers and sometimes management.
The course level consists of the following four dimensions and corresponding
subdimensions:
• Course design process
o Selection of blended learning
activities and their sequence
o Selection of blended learning
tools
• Course flexibility
• Course interaction
• Course experience
o Student learning
o Study load
o Inclusiveness
COURSE DESIGN PROCESS
The process of planning, designing, developing and evaluating a blended learning
program
Selection of blended learning activities and their sequencing
The rationale for the deliberate selection and integration of face-to-face and
online learning activities.
Level 1
Explorative
Level 2
Design-based
Level 3
Course cycle
No considered selection
and integration of face-
to-face and online
learning activities.
Learning activities (both
face-to-face and online)
are deliberately selected,
integrated, and
sequenced based on a
design method or design
principles.
Learning activities (both
face-to-face and online)
are deliberately selected,
integrated, and
sequenced based on a
design method or design
principles. Quality
assurance processes are
deliberately embedded
in order to continuously
improve a course in an
iterative manner.
8. European Maturity Model for Blended Education - August 2019 8
Selection of blended learning tools
The rationale for selecting tools for the delivery and organisation of blended
learning activities
Level 1
Tool-based
Level 2
Design-based
Level 3
Course cycle
The selection of
particular tools is based
on their availability at
the institution.
The selection of
particular tools is based
on learning activities,
informed by evidence or
experience.
The selection of
particular tools is based
on learning activities,
informed by evidence or
experience. This process
is monitored, evaluated
and changed based on
quantitative and
qualitative data.
COURSE FLEXIBILITY
Opportunities for learners to adjust particular features of the blended learning
course, based on their needs and preferences. This includes features such as the
selection of learning activities, the selection of resources, the mode of delivery
(online/face-to-face activities), pace (educator-paced/self-paced).
Level 1
No flexibility
Level 2
Flexible
Level 3
Adaptive flexible
No deliberate course
flexibility.
The course’s flexibility is
deliberately designed. Its
design is based on
evidence or experience.
The course’s flexibility is
deliberately designed. Its
design is based on
evidence or experience.
Continuous quality
improvement is
deliberately embedded
in order to enhance
course flexibility.
9. European Maturity Model for Blended Education - August 2019 9
COURSE INTERACTION
Extent to which the blended course facilitates learners’ interaction (learner-
content, learner-learner, learner-educator).
Level 1
Non-responsive
Level 2
Interactive
Level 3
Responsive
No deliberate course
interaction.
Interaction in the course
is deliberately designed,
informed by evidence or
experience.
Interaction in the course
is deliberately designed,
informed by evidence or
experience. Interactions
are monitored, evaluated
and changed based on
data and feedback.
COURSE EXPERIENCE
Fit of particular blended course components with the course outcomes.
Student learning
The use of blended course features which facilitate students' self-regulated
learning (orienting and planning, monitoring, adjusting and evaluating).
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
No deliberate
consideration for student
learning.
Blended course features
are used in order to
facilitate student
learning, informed by
evidence or experience.
Blended course features
are used in order to
facilitate student
learning, informed by
evidence or experience,
and continuous quality
improvement is
deliberately embedded
in order to enhance
student learning.
10. European Maturity Model for Blended Education - August 2019 10
Study load
The match between the intended and achieved study load of a course
(distribution and correctness).
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
The calculation of course
study load is based on
guesses.
Course study load is
calculated based on
experience. Different
course elements (e.g.
online learning activities,
face-to-face learning
activities, exam
preparations) are taken
into consideration for the
calculation of the study
load.
Course study load is
calculated based on
data and experience. All
course elements (e.g.
online learning activities,
face-to-face learning
activities, exam
preparations) are taken
into consideration for the
calculation of the study
load. The study load is
monitored, evaluated
and changed based on
quantitative and
qualitative data.
Inclusiveness
The consideration for the diverse needs (including accessibility aspects) and
backgrounds of all students to create an online and face-to-face course
experience where all students feel valued, safe, have a sense of belonging, and
where all students have equal access to learn.
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
No deliberate
consideration for
inclusiveness.
Initial attempts to
facilitate and include the
different needs and
backgrounds of all
learners. Special
attention is paid to social
belonging and identity in
the online course
environment. This
process is informed by
evidence or experience.
The different needs and
backgrounds of all
learners are included
and facilitated. Students
feel valued, safe, and
have a sense of
belonging. The
realization of
inclusiveness is based on
evidence or experience.
Continuous quality
improvement is
deliberately embedded
in order to improve
inclusiveness in the
course.
11. European Maturity Model for Blended Education - August 2019 11
Programme Level
The program level refers to educational programs or curricula. A program is a
structured series of educational courses. The stakeholders of this level are mainly
teachers/educators and students, but also instructional designers, learning
developers, content developers and management.
The programme level consists of the following three dimensions and
corresponding subdimensions:
• Programme design process
o Programme coherence
o Alignment and coherence of
blended learning tools
• Programme flexibility
• Programme experience
o Student learning
o Study load
o Inclusiveness
PROGRAMME DESIGN PROCESS
The process of planning, designing, developing and evaluating a blended learning
programme.
Programme coherence
The vertical (course-programme) and horizontal alignment (between courses) of
a blended programme.
Level 1
Ad hoc
Level 2
Design-based
Level 3
Programme cycle
No deliberate
consideration for the
horizontal and vertical
alignment in a blended
programme design.
Deliberate consideration
for the horizontal and
vertical alignment in the
blended programme
design, based on a
shared vision, and a
design method or
principles.
Deliberate consideration
for the horizontal and
vertical alignment in the
blended programme
design, based on a
shared vision on blended
learning, and a design
method or principles.
Continuous quality
improvement is
implemented in order to
enhance a programme in
an iterative manner.
12. European Maturity Model for Blended Education - August 2019 12
Alignment and coherence of blended learning tools
The rationale for the alignment and coherence of educational tools in blended
learning programmes.
Level 1
Ad hoc
Level 2
Design-based
Level 3
Programme cycle
No deliberate alignment
and coherence of tools
used in a programme.
The alignment and
coherence of the tools
used in a programme are
based on learning
activities in courses,
coordinated by the
educators in the
programme, and
informed by evidence or
experience.
The alignment and
coherence of the tools
used in a programme are
based on learning
activities in courses,
coordinated by the
educators in the
programme, and
informed by evidence or
experience. This process
is monitored, evaluated
and changed based on
quantitative and
qualitative data.
PROGRAMME FLEXIBILITY
Opportunities for learners to adapt particular features of the blended learning
programme. This includes features like the selection of courses/tracks, the mode
of delivery (blended course, online course, traditional course), workload (full
time/part time), pace (institution paced/self-paced), progress in a programme,
and the possibility to follow courses at other institutions.
Level 1
No flexibility
Level 2
Flexible
Level 3
Adaptive flexible
No deliberate
programme flexibility.
The flexibility in a
programme is
deliberately designed.
Learners have some
opportunities to adapt
particular features of the
blended learning
programme. This
process is informed by
evidence or experience.
The flexibility in a
programme is
deliberately designed.
Learners have many
opportunities to adapt
particular features of the
blended learning
programme and receive
advice on their options.
The offering of flexibility
is based on evidence or
experience. Flexibility is
monitored, evaluated
and changed based on
quantitative and
qualitative data.
13. European Maturity Model for Blended Education - August 2019 13
PROGRAMME EXPERIENCE
The extent to which a programme enhances students' learning and eliminates
any obstacles that stand in the way of learning.
Student learning
The use of blended programme features which facilitate students' self-regulated
learning (orienting and planning, monitoring, adjusting and evaluating).
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
No deliberate
consideration for student
learning at the
programme level.
Students are guided and
supported throughout
the blended programme
on self-regulating their
learning. Students and
teaching staff are made
aware of the blended
nature of the
programme, and what
this means for both
learning and teaching.
Students are guided and
supported throughout
the blended programme
on self-regulating their
learning. The blended
aspect of the
programme is
internalized in all
processes for the
students and teaching
staff. These processes
are monitored, evaluated
and adjusted based on
quantitative and
qualitative data.
Study load
The match between the intended and achieved study load of a programme
(distribution across courses and correctness).
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
No deliberate alignment
of study load between
courses in a blended
programme.
The study load, including
deadlines, of a course is
aligned to that of other
courses in a blended
programme.
The study load, including
deadlines, of different
courses in a blended
programme are aligned,
monitored, evaluated
and adjusted.
14. European Maturity Model for Blended Education - August 2019 14
Inclusiveness
The consideration of the diverse needs and backgrounds of students in order to
create a programme where all students feel valued, safe, have a sense of
belonging, and where all students have equal access to the online and face-to-
face environments of the blended learning programme.
Level 1
Standard
Level 2
Advanced
Level 3
Comprehensive
No deliberate
consideration for
inclusiveness between
courses.
Initial attempts to align
inclusiveness in a
collection of courses.
Special attention is paid
to social belonging and
identity in the online
environment of the
programme. This
process is informed by
evidence or experience.
Inclusiveness is aligned
in all of a programme’s
courses. Students feel
valued, safe, and have a
sense of belonging. The
realization of
inclusiveness is based on
evidence or experience.
Continuous quality
improvement is
deliberately embedded
in order to improve
inclusiveness in the
programme.
15. European Maturity Model for Blended Education - August 2019 15
Institute Level
The institutional level refers to the formal context of blended learning and
education. This is 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.
The institution level consists of the following eight dimensions:
• Institutional support
• Institutional strategy
• Sharing and communities
• Professional development
• Quality Assurance
• Governance
• Finance
• Facilities
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.
16. European Maturity Model for Blended Education - August 2019 16
INSTITUTIONAL STRATEGY
The extent to which blended learning, teaching and education are embedded in
the vision, educational model and goals of an institution
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No uniform blended
learning strategy is in
place.
A dedicated blended
learning strategy is
consolidated within the
institution. University
administrators recognize
and advocate the
importance of blended
learning, teaching and
education.
Blended learning is an
integral part of the
institutional strategy.
The strategy is
embedded in the whole
institution (throughout
faculties and
departments), well
documented, and
evaluated and adjusted
on a regular basis.
University administrators
and departments
recognize and advocate
for the importance of
blended learning,
teaching and education.
SHARING AND COMMUNITIES
The degree to which an institution facilitates communities for sharing blended
practices, materials and courses.
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Individual teachers or
departments share
‘blended’ best practices
with colleagues.
Communities for sharing
‘blended’ best practices
are facilitated. Processes
and/or platforms are in
place for sharing good
practices and/or
materials.
Communities for sharing
‘blended’ best practices
are facilitated, actively
built and maintained.
Processes and platforms
are in place for sharing
good practices and
materials. Processes are
in place for quality
assurance of the shared
materials.
17. European Maturity Model for Blended Education - August 2019 17
PROFESSIONAL DEVELOPMENT
The extent to which teaching staff are able to develop their blended teaching
skills
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
A few different
workshops or courses
related to blended
learning and teaching
are offered.
Solid efforts to organise
workshops and/or
courses related to
blended learning and
teaching are offered for
the teaching staff. The
blended teaching
activities of staff are
incidentally recognized.
All teaching staff is
trained in blended
learning and teaching.
The institution offers a
well aligned portfolio of
workshops and/or
courses (related to
blended learning and
teaching) for the
continuous professional
development of their
staff. The blended
teaching activities of
staff are recognized and
valued by the institution.
QUALITY ASSURANCE
The process where blended courses, programs, strategy, rules and regulations
are evaluated and revised on a regular basis
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No deliberate quality
assurance for blended
courses, programs,
strategy and policies.
Special processes for
evaluation of blended
courses, programs,
strategy and policies are
developed and
implemented. Some
research is conducted on
blended courses and/or
programs.
Quality assurance for
blended courses is part
of the standard quality
assurance processes of
the institution. The
evaluation and
improvement are based
on clear criteria and
multiple data sources.
The institution has a
research agenda for
researching its own
courses, programs and
education.
18. European Maturity Model for Blended Education - August 2019 18
GOVERNANCE
The way in which the vision and policies are translated to rules, regulations and
actions that facilitate blended education
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Some informal policies,
rules, regulations, action
plans and guidelines
(e.g. legal, ethical,
privacy, data) related to
blended learning are
used in the institution.
The institution does not
have standardized
models for blended
course and program
design.
Policies, rules,
regulations, action plans
and guidelines (e.g.
legal, ethical, privacy &
data) related to blended
learning are developed
and implemented in the
institution. Some key
actors in the institution
are involved in the
process of developing
new and existing
policies, rules,
regulations and action
plans. Models for
blended course and
program design are
shared in the institution.
Policies, rules,
regulations, action plans
and guidelines (e.g.
legal, ethical, privacy &
data) related to blended
learning are embedded
in the standard
governance structure of
the institution. The
governance of the
institution is
systematically reviewed
and adjusted. Key
actors, at different levels
in the institution, are
involved in the process
of reviewing, adjusting
and developing new and
existing policies, rules,
regulations and action
plans. Standardized
models for blended
course and program
development are
provided.
19. European Maturity Model for Blended Education - August 2019 19
FINANCES
The extent to which financial resources are allocated to develop, support, and
stimulate blended learning
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
No allocation of financial
resources specifically for
blended learning
purposes.
Financial resources are
incidentally allocated
(e.g. projects, pilots) to
develop, support,
stimulate and improve
blended learning and
teaching. The allocation
of the resources is
evaluated.
Financial resources are
structurally allocated to
develop, support,
stimulate and improve
blended learning,
teaching and blended
education. The allocation
of the resources is
systematically evaluated
and adjusted, based on
clear criteria and
qualitative and
quantitative data.
FACILITIES
The extent to which institutions are equipped to facilitate blended learning and
teaching.
Level 1
Ad Hoc
Level 2
Consolidated
Level 3
Strategic
Limited availability of
blended learning and
teaching facilities.
A wide variety of
facilities is available.
This includes both digital
(e.g. digital learning
environment,
educational tools) and
physical (e.g. video
recording studios, the
availability of different
classroom set-ups)
facilities.
A wide variety of
facilities is available.
This includes both digital
(e.g. digital learning
environment,
educational tools) and
physical (e.g. the
availability of different
classroom set-ups, video
recording studios)
facilities. Teachers have
influence on the
scheduling of the
facilities. The
development of facilities
is aligned with the
institutional strategy.
The quality, quantity and
assortment of facilities is
20. European Maturity Model for Blended Education - August 2019 20
systematically evaluated
and adjusted, based on
clear criteria and
multiple data sources.