Evidence-Based Blended and Online Learning

Course Design for University Teachers

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.

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Jan Nedermeijer, M.Sc. (1947), was head Department Higher Education, ICLON, Leiden University and was active in numerous course and curriculum design projects. He is a volunteer for PUM Netherland and has organised workshops Blended Learning in Indonesia, Ghana and Nepal.
List of Figures and Tables


PART 1: Blended Learning Course Design and Development

1 Evidence-Based Process Course Design

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

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

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?
 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 s) That You Can Use in Your Course
 9 Summary

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

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
 6 Design Activity 1: Prepare and Discuss the Design Brief
 7 Design Activity 2: Collect, Analyse and Structure the Information Needed
 8 Design Tools 1 Verbs for Learning Objectives, Requirements and Quality Criteria
 9 Design Activity 3: Design the Route Map for the Course Programme
 10 Design Tools 2 Educational Methods and ITedu-Toolsbr/>  11 Design Activity 4: Develop the Route Map in the Blueprint Format
 12 Design Activity 5: Deliver the Blended or Online Course
 13 Design Activity 6: Evaluate and Assess the Quality of the Design Results and Decide on Consequences for the DD Process
 14 Summary

PART 2: Examples of Blended Learning Courses and a Case Study Applying the Basic DD Process
7Examples of Blended and Online Pedagogical Models
 1 Pedagogical Model: Stimulate Self-Study to Achieve Deep Learning
 2 The Flipped Classroom Model
 3 Pedagogical Options on How to Design the Learning Process
 4 A Pedagogical Model for Applying it in a Course with Lectures and Tutorials
 5 Some Practical Suggestions on How You Can Benefit from it Options
 6 Summary Description of Pedagogical Models and Best Practices

8 Redesign Your Course into a Blended Learning Course
 1 Introduction
 2 Program Course Blended Learning and Moodle
 3 The First Part of the Course about Moodle and Blended Learning
 4 The Second Part of the Course: Application of the pDD Process
 5 Summary

9 Course Program for the 9-Stage DD Process
 1 Introduction
 2 Pedagogical Description of the Workshop
 3 Summary

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
 3 Design Activity 2: Collect, Analyse and Structure the Information Needed in Your Design Assignment
 4 Design Activity 3: Design the Route Map for the Course Programme
 5 Design Activity 4: Develop the Best Route Map in the Blueprint Format
 6 Design Activity 5: Deliver the Redesigned Blended or Online Course
 7 Design Activity 6: Evaluate, Assess the Quality and Decide on the Consequences
 8 Summary: Some Tips When Setting Up the pDD Process

PART 3: A Course Design Toolbox for Teacher Designers
11 Input from Instructional Sciences Course Development

12 Curriculum Models in he
 1 Case Studies-Oriented Curricula
 2 Research-Based Curricula
 3 Problem-Based Curricula
 4 Project-Based Curricula
 5 Traditional Education Combined with New Teaching Methods
 6 Task-Oriented Curriculum
 7 Module-Based Curricula
 8 Summary

13 The Model of Hattie and Donoghue about Learning in Higher Education
 1 Introduction
 2 Component 1: What Is Meant by Learning in he?
 3 Component 2: Students Must Know and Understand the Criteria for Study Success
 4 Component 3: The Influence of the Study Environment (Education Spaces)
 5 Component 4: Input and Outcomes Knowledge, Skills and (Study) Attitudes
 6 Summary

14 Instructional Planning and Building Principles to Be Realised in Your Course
 1 The Principles Are Explained and Illustrated with Pedagogical Options
 2 Summary

15 Some Common Mistakes (by Earl, 1987)
 1 The Missing Imperatives
 2 The Missing Overview
 3 The Impracticality of a Design
 4 The Missing Melody
 5 The Non-Integration Problem
 6 Some Minor But Critical Faults
 7 An Always Avoidable Fault
 8 Summary

16 A Serious Game Design of Modern Higher Education (mhe)
 1 The Concept of a Design Principle
 2 The Serioius Game Modern Higher Education
 3 Design Principles (DP) and Their Evidence-Based Options
 4 Summary

17 Description of Various Types of Tests
 1 Formative and Summative Testing
 2 Quality of Tests
 3 Safeguarding the Quality of the Tests
 4 Different Types of Tests
 5 Summary

PART 4: Accountability Sources of Features Used in the Basic DD Process
18 Design Features Used in Design Models from Different Domains
 1 Introduction
 2 The Technical Design Features
 3 Examples of Course Design and Development Models
 4 Some Examples of Helpful Design Methods for Blended Learning Courses
 5 Summary

19 Design Thinking
 1 The Importance of Design Thinking
 2 Design Thinking as a Process for Problem-Solving
 3 The Process of Design Thinking
 4 Summary

20 Problem-Solving Features Relevant to Course Design
 1 Some Problem-Solving Characteristics
 2 Description of the Problem-Solving Process
 3 Summary

21 Creativity Is Indispensable in the DD Process
 1 Why Pay Particular Attention to Creativity?
 2 What Is Meant by Creativity?
 3 The Creative Process
 4 Your Creative Process Can Be Enhanced
 5 Summary: Suggestions on How You Can Stimulate Your Creative Process

22 Why Do Faculty Hesitate to Adopt Evidence-Based Teaching Methods?
 1 Introduction
 2 Are There Other Reasons?
 3 Suggestions to Support and Motivate Faculty to Apply Research Evidence
 4 Summary

Appendix A: Eight Design Principles and Their Consequences for MHE
Appendix B: The Harris profile

Universities, professional education institutes, education specialists, university teachers, professors, researchers, educationalists, IT- specialists are interested in elements of modern higher education: active learning, self-study, testing, blended learning, evidence-based, course design, engagement.
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