Evidence-Based Blended and Online Learning : : Course Design for University Teachers / / Jan Nedermeijer.

• VerfasserIn: Nedermeijer, Jan,
• Place / Publishing House: Leiden, The Netherlands : : Koninklijke Brill NV,, [2023]; ©2023
• Year of Publication: 2023
• Edition: First edition.
• Language: English
• Physical Description: 1 online resource
• Notes: Includes index.

Universities and their teachers are more than ever required to (re)design their courses considering online environments. Although face-to-face teaching remains fundamental, exploring online alternatives is becoming increasingly necessary. Still, how can university teacher designers proceed with such a change in their courses? What is the most effective way to design an online course? How can university teacher designers attract the attention of students and make teaching interesting and compelling? Evidence-Based Blended and Online Learning: Course Design for University Teachers answers these questions. It provides a thorough evidence-based overview of each step required to make an effective course redesign. The book is aimed at teachers and, more significantly, teacher designers committed to redesigning their courses based on solid principles. The book's design approach makes it much easier to translate the results of educational research on applying blended learning in educational practice. Jan Nedermeijer has worked as an educational expert for several universities and as a senior expert for PUM Netherlands in several countries. The book synthesises the results of the numerous course- and curriculum-development projects he has conducted over many years. His approach can help university teachers implement IT in feasible, practical and interesting ways. Evidence-Based Blended and Online Learning gives lecturers tailor-made pedagogical suggestions for designing modern higher education. Course design tasks are re-described, using features from technical design, problem solving, and design thinking, where creative design has a unique and essential role.

Table of Contents

Intro -- Contents -- Acknowledgements -- Figures and Tables -- Figures -- Tables -- Introduction -- Note -- PART 1: Blended Learning Course Design and Development -- 1. Evidence-Based Process Course Design -- 1 Summary -- References -- 2. Reading Guide: Practical Questions and Advice in This Book -- 1 Do You Consider (Re)designing Your Course -- 2 You Have Specific Questions about Course Design -- 3 Summary -- Note -- References -- 3. Evidence-Based or Evidence-Informed Course Design? -- 1 Evidence-Informed or Evidence-Based Learning -- 2 Basic Features of Evidence-Based Medicine Compared with Course Design -- 3 Summary: Be Critical -- References -- 4. Blended and Online Learning -- 1 Why Consider Using it in he? -- 2 What Do I Mean by Blended Learning? -- 3 What Do I Mean by Online Courses? -- 3.1 What Can You Do during a Strict and Less Strict Lockdown Period? -- 3.2 Have the Teachers and Management Made a Good Decision? -- 4 Another More Complex Format of Online Education Is Hybrid Education -- 5 Preparation for it -- 6 Activating Online Education in Open Universities in Some Countries -- 7 Online Education Offered through moocs or spocs -- 8 Open Educational Resources (OER) -- 9 Summary -- References -- 5. Evidence-Based it Options in Education -- 1 Give Information and Explanation: Explicitly Focus on Knowledge -- 2 Support Self-Study and Classroom Study (Stimulate Active Learning) -- 3 Strengthen the Preparation of Students for the Professional Field -- 4 Incentivise the Communication between Students and between Students and Teacher(s) -- 5 Apply Tests and Provide Feedback: Testing Is the Motor of Learning -- 6 Evaluate Your Course -- 7 Summary -- Note -- References -- 6. Course Development from a Design Perspective -- 1 Different Design Situations Ask for Different DD Processes -- 2 The Emerging Ideas of Your New Course.

3 Course Design Is an Iterative Process of Alternating Divergent and Convergent Thinking -- 4 Teacher Designers Are 'Craftspeople' -- 5 Design Activities in More Detail -- 5.1 Design Activity 1: Prepare and Discuss the Design Brief (Design Assignment and DD Process) -- 5.2 Design Activity 2: Collect, Analyse and Structure the Information Needed in Your Design Task -- 5.3 Design Activity 3: Design the Route Map for the Course Programme -- 5.4 Design Activity 4: Develop the Best Route Map in the Blueprint Format -- 5.5 Design Activity 5: Deliver the (Re)designed Blended or Online Learning Course -- 5.6 Design Activity 6: Evaluate and Assess the Quality of the Design Results and Decide on Consequences for the DD Process -- 6 Design Activity 1: Prepare and Discuss the Design Brief -- 6.1 How Do You Compose a Design Brief? -- 7 Design Activity 2: Collect, Analyse and Structure the Information Needed -- 7.1 The First Step Is to Fill in the Diamond Diagram -- 7.1.1 The Learning Objectives -- 7.1.2 The Course Content -- 7.2 The Second Step Is to Formulate the Qualities You Want to Achieve in Your New Course -- 7.3 The Third Step Is Analysing Some Specific Questions in More Detail -- 7.3.1 When Will You Finish This Design Activity? -- 8 Design Tools 1 Verbs for Learning Objectives, Requirements and Quality Criteria -- 9 Design Activity 3: Design the Route Map for the Course Programme -- 9.1 Tools That Can Give You Some Support When You Are Preparing a Route Map -- 9.2 Step 1: You Begin by Formulating as Many Concepts for the Route Map Learning Trajectory as Possible -- 9.3 Possible Sequences in Your Course -- 9.4 Constructive Alignment -- 9.5 Step 2: The Most Promising Concept Ideas Are Used To Formulate Your Design Concepts for the Route Map -- 9.6 Accreditation Organisations, Faculty and University -- 9.7 Step 3: Find an Organiser for Your Course.

9.8 Step 4: Use Your Quality Criteria to Assess Which Route Map Concept Scores the Best in Your Course -- 9.9 Step 5: Take a Moment to Check Whether the Pedagogical Concept and the Diamond Diagram Still Match Your Design Concepts: Constructive Alignment -- 9.10 Step 6: Finally, You Choose the Most Promising Design Concept for the Route Map(s) -- 9.10.1 A Strange Question -- 10 Design Tools 2 Educational Methods and ITedu-Tools -- 11 Design Activity 4: Develop the Route Map in the Blueprint Format -- 11.1 When Will You Be Done with the Blueprint? -- 12 Design Activity 5: Deliver the (Re)designed Blended or Online Learning Course -- 12.1 Create a Document Explaining Your Decisions -- 13 Design Activity 6: Evaluate and Assess the Quality of the Design Results and Decide on Consequences for the DD Process -- 13.1 Moments for Evaluation in the Basic DD Process -- 13.2 Learning Analytics -- 13.3 Pilot Projects and Tryouts -- 13.4 Interesting Elements from Finished Evaluation Studies -- 14 Summary -- References -- PART 2: Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process -- 7. Examples of Blended and Online Pedagogical Models -- 1 Pedagogical Model: Stimulate Self-Study to Achieve Deep Learning -- 1.1 Educational Situation and Expected Benefits -- 1.1.1 The vle Supports the Self-Study of the Students -- 1.1.2 F2F -- 1.2 Some Additional Pedagogical it Options -- 1.3 How to Change the Course Design to the Online Format with 80-100% of the Education Followed Online -- 2 The Flipped Classroom Model -- 2.1 Educational Situation -- 2.2 Expected Benefits -- 2.3 Pedagogical Options on How to Design the Learning Process -- 2.3.1 Self-Study -- 2.3.2 F2F Activities Are Partly Supported Using the vle -- 2.3.3 Online Format -- 3 A Pedagogical Model for Applying it in a Course with Lectures and Tutorials -- 3.1 Educational Situation.

3.2 Pedagogical Options on How to Design the Learning Process -- 3.3 Some Additional Pedagogical it Options -- 3.4 How to Change to an 80-100% Online Course Format -- 4 Some Practical Suggestions on How You Can Benefit from it Options -- 4.1 Give Information or Explanations: Some Suggestions -- 4.2 Support Self-Study and Study in the Classroom -- 4.3 Communication between Students and between Students and the Teacher(s) -- 4.4 Test and Give Feedback -- 4.5 Strengthening Relationships with the Working Field -- 5 Description of Pedagogical Models and Best Practices -- References -- 8. Redesign Your Course into a Blended Learning Course -- 1 Introduction -- 2 Program Course Blended Learning and Moodle -- 2.1 Pedagogic Description of the Course -- 2.1.1 Learning Objectives and Results -- 2.2 The Obtained Results of the Course by the Participants -- 2.3 The Pedagogical Concepts of the Course -- 3 The First Part of the Course about Moodle and Blended Learning -- 3.1 Topic 1: Introduction -- 3.2 Topic 2: What Is Meant by Blended Learning, Online Learning and Hybrid Education and Moodle -- 3.3 Topic 3: How to Use Moodle as a Student? -- 3.4 Topic 4: How to Use Moodle as a Teacher? -- 3.5 Topic 5: Hands-on Experience with ITedu Tools (Optional) -- 4 The Second Part of the Course: Application of the pDD Process -- 4.1 Topic 6: Explanation of the 6-Step Process -- 4.2 Topic 7: Step 1: Formulate Ideas to Use IT and the Expected Benefits -- 4.3 Topic 8: Step 2: How Do You Realise the Selected Ideas to Use it? -- 4.4 Topic 9: Step 3: Describe Your Course with the Diamond Diagram -- 4.5 Topic 10: Step 4: Prepare the Route Map and Your Requirements -- 4.6 Topic 11: Step 5: Prepare the Blueprint -- 4.7 Topic 12: Step 6: Development and Delivery of Your Redesigned Course -- 4.8 Topic 13: Design Tools 3 Sequencing Topics and the Use of an Organiser.

4.8.1 Possible Sequences in Your Course -- 4.8.2 Different Types of Course Sequences -- 4.8.3 Look for an Organiser for Your Course -- 5 Summary -- References -- 9. Course Program for the 9-Stage DD Process -- 1 Introduction -- 2 Pedagogical Description of the Workshop -- 2.1 The Pedagogical Concept for the Workshop -- 2.2 The Learning Objectives of the Workshop Were as Follows -- 2.3 The Main Results of the Follow-Up Course Were as Follows -- 2.3.1 Stage 1: Collect Information -- 2.3.2 Stage 2: Create it Ideas with Their Benefits -- 2.3.3 Document Matrix Some Suggestions -- 2.3.4 Stage 3. Elaborate and Select 4-7 Concept Ideas -- 2.3.5 Stage 4: Describe the Diamond Diagram or the Spider Web -- 2.3.6 Stage 5: Create Your Design Ideas for the Route Maps -- 2.3.7 Stage 6: Design New Learning Activities and Materials -- 2.3.8 Stage 7: Elaborate on the Blueprint for Your Best Route Map -- 2.3.9 Stage 8: Deliver the Course -- 2.3.10 Stage 9: Evaluation -- 3 Summary -- References -- 10. Case Study Design of the Workshop 'Redesign Your Course in a Blended Learning Course' -- 1 My Activities as pum Netherland Senior Expert and SEC-Senior Expert Contact -- 2 Case Study Design Activity 1: Prepare and Discuss the Design Brief -- 2.1 Description of the Target Group -- 2.2 Pedagogical Considerations -- 2.3 Requirements for the it Infrastructure -- 2.4 My pDD Plan -- 3 Design Activity 2: Collect, Analyse and Structure the Information Needed in Your Design Assignment -- 3.1 ITedu Tools, it Options for he and Existing Training Materials -- 3.2 The Diamond Diagram for the 'Workshop Blended Learning and Moodle' -- 3.3 The Pedagogical Concept: Applying the Principle of 'Teaching What You Preach' -- 3.3.1 Theory and Practice Are Combined -- 3.3.2 Learn to Use Moodle -- 3.3.3 Specific Focus on Design Activities -- 3.4 Structure of the Training Programmes.

3.5 Input from Management.