How to Design a Blended Learning Course in Modern Higher Education Course development from a design perspective with evidence-based pedagogical options.The focus is on preparing good learning processes and learning environment(s) as necessary to design modern higher education.

This website aims to support university teachers in (re)designing their course in a blended learning course.

The emphasis is on developing effective learning processes, encompassing learning experiences and materials, as well as the supportive learning environments. Both are required to systematically and creatively design your course.

The Pedagogical concept describes the context of your course.

The Learning environment is a systematic description of the foundation of your course.

A Route Map shows the essence of these learning processes.

Your pedagogical approach is described in detail in the Blueprint (Stage 6)

Your Quality Criteria and requirements keep you on your course design track.

Insight into the Design Principles of Modern Higher education is indispensable.

Students study active in a F2F situation — Students working in small groups in a workshop setting. Example of active learning

Teacher designers are ‘craftspeople’

They master the indispensable yet old-fashioned skills for instructional design as described by Dick and Carey (1993), Valcke (2007), Earl (1987) and Nedermeijer(2022 – Chapter 6).

Below, I specify the additional skills of the teacher designer.

Think up the learning process for students.
Formulate learning objectives.
Collect and structure the material studied in the course.
Gain insights regarding the pedagogical possibilities of learning methods and -materials and how to make these materials.
Understand and apply evidence-based (or informed) pedagogical options in new teaching-learning situations.
Formulate the various elements of the learning envirionment and check the coherence (or constructive alignment) of these elements.
Follow the stages of the course design and development process.

The website also introduces a new course design process

To improve the existing course DD processes, an analysis is made of the relevant and useful design features in technical design, complex problem-solving, creativity, design thinking and course design

You can find the results of this analysis in Part 4 of my book. Jan Nedermeijer (2023) Evidence-based blended and online learning. Course Design for University Teachers.

These features can make the course design process more effective and practicable for university teachers.

Click here to read more about the course design process