VWYDBAFCCCMYVDUPE

1. Consider Teacher designers to be ‘Craftspeople’!

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. 

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

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.

 

A short course helps you how to systematically and creatively redesign your course.

 
The design process is described in separate stages. The process is divergent and convergent
The 8-stage course design and development process
8 stage Design process
5. Follow the 8-stage Course Design and Development process.
Elements of Modern Higher Education
Eight Design Principles for Modern Higher Education (MHE)
Creativity in a design process
Creativity in course design
Creativity, divergence and convergence thinking in course design.
Students study in different situations
The learning environment is needed as a strong foundation for your course.
5 referents model
Prepare a Diamond Diagram
Best Practices
A Best Practice is a practical option to support teachers in selecting new pedagogical options
Example design learning process
Route Map clarifies the design of the learning process(es).
In the assignment try to make a blue print of your course.
Blueprint
The teachers should be able to give enough time for the design of their courses
1. Blended Learning.
Blended learning
2. What is the essence of Modern Higher Education?
Teacher
3. Useful Pedagogical IT options for your course.
Design is building , thinking and designing
4. Course Design: A new approach.

Meet the website: Apply the theory.

Click on hyperlinks in the pictures

Moodle cursus about Blended learning for Higher Education
You can follow the Moodle Course: How do you redesign your course to a Blended Learning course?
IT options overview
The e-book ‘Evidence-based Options for Applying IT in Higher Education Courses’ provides an overview of IT options for blended learning and includes assignments to test your understanding.
Main topics of the website bl.curriculumdesignhe.eu
The image provides an overview of topics relevant to MHE, for which the website offers additional background information.
Design principles for MHE
You can follow this interactive workshop to select the relevant options for MHE and the relevant requirements for the MHE version of your course.