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

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

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...

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Bibliographic Details
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.
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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.

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