This website aims to support university teacher designers in (re)designing their course in a blended learning course.
The main design tasks of the university teacher designers:
The emphasis is on developing effective learning processes and the required learning environment, learning activities and materials. All three are required to systematically and creatively design your course.
The Pedagogical Concept outlines the educational vision that guides the design of your course.
The Learning environment is a systematic description of the foundation of your course.
A Route Map shows the essence of the designed learning processes.
Your pedagogical approach is described in detail in the Blueprint.
Your Quality Criteria and Requirements keep you on track with your course design.
The University Teacher Designers 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 discipline’s subject matter to study in the course.
- Gain insights into the pedagogical possibilities of learning methods and materials and understand how to create these materials.
- Understand and apply evidence-based (or informed) pedagogical options in new teaching-learning situations.
- Identify and describe the different elements of the learning environment and assess their coherence, also known as constructive alignment.
- Follow the stages of the course design and development process.
The website also introduces a new course design process for university teacher designers
The relevant and valuable design features in technical design, complex problem-solving, creativity, design thinking and course design are analysed to improve the existing course DD processes.
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 make the Basic Course Design and Development process more effective and practicable for university teachers.
Basic Course Design and Development Process for University Teacher Designers
This process should be adapted to the specific context of different design situations. For example, there are three different course DD processes. You can find a more detailed description of the 8-stage Course Design and Development Process here.
Meet the theory
Meet the practice
