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EMBED Framework for OOFHEC2019 conference
The document discusses the maturity framework for blended learning, emphasizing the distinction between quality and maturity within educational institutions. It outlines three maturity levels: ad hoc, consolidated, and strategic, detailing the necessary support, policies, and resources at each level for effective blended learning implementation. The framework highlights the importance of continuous improvement, quality assurance, and institutional commitment to blended education.
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More from Willem van Valkenburg
EMBED Framework for OOFHEC2019 conference
- 1. [ CC-BY 4.0 1 Willemvan Valkenburg @wfvanvalkenburg Slides are available on slideshare.net/wfvanvalkenburg/
- 2. [ Erasmus+ KA2 :2017-1-NL01-KA203-035288 2CC-BY 4.0
- 3. [ 3CC-BY 4.0 What arewe blending?
- 4. [ 4CC-BY 4.0 CC-BY-NCJodie Taylor
- 5. [ 5CC-BY 4.0 •learning asa result of a deliberate, integrated combination of online and face-to-face learning activities. Blended learning •designing and facilitating blended learning activities. Blended teaching •the formal context of BL that is determined by policies and conditions with regard to the organization and support of blended learning. Blended education
- 6. [ 6CC-BY 4.0 The conceptof ‘maturity’ relates to the degree of formality and optimization of the design, evidence based decision making, documentation and continuous quality improvement which characterize the uptake of Blended Learning practices, or the implementation of blended learning conditions and strategies. QUALITY ≠ MATURITY Within each of the levels of maturity, quality approaches can be in place. Maturity does not equal quality. Moreover, it has been observed that repeated blended learning practice at a particular maturity level does not carry actual growth in maturity when repeated.
- 7. [ 7CC-BY 4.0 Macro (government& society) Policy Rules & Regulations Meso (institute) Policies Conditions Micro (course/programme) Teaching Learning
- 8. [Framework CC-BY 4.0 8 Microand Meso levels
- 9.
- 10. [ 10CC-BY 4.0 Micro level- programme
- 11. [ 11CC-BY 4.0 Meso Level- Institute
- 12.
- 13. [ 13CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic No uniform blended learning strategy is in place. A dedicated blended learning strategy is consolidated within the institution. University administrators recognize and advocate the importance of blended learning, teaching and education. Blended learning is an integral part of the institutional strategy. The strategy is embedded in the whole institution (throughout faculties and departments), well documented, and evaluated and adjusted on a regular basis. University administrators and departments recognize and advocate for the importance of blended learning, teaching and education. The extent to which blended learning, teaching and education are embedded in the vision, educational model and goals of an institution
- 14. [ 14CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic Limited support for blended learning and teaching aimed at individual teaching staff and students Dedicated support for blended learning and teaching is available for all teachers, students and departments. Support for blended learning and teaching is part of the standard support services of the institution. Continuous quality improvement is deliberately embedded in order to improve the support for blended learning. The manner in which an institution supports teachers and students’ blended learning activities
- 15. [ 15CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic Individual teachers or departments share ‘blended’ best practices with colleagues. Communities for sharing ‘blended’ best practices are facilitated. Processes and/or platforms are in place for sharing good practices and/or materials. Communities for sharing ‘blended’ best practices are facilitated, actively built and maintained. Processes and platforms are in place for sharing good practices and materials. Processes are in place for quality assurance of the shared materials. The degree to which an institution facilitates communities for sharing blended practices, materials and courses.
- 16. [ 16CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic A few different workshops or courses related to blended learning and teaching are offered. Solid efforts to organise workshops and/or courses related to blended learning and teaching are offered for the teaching staff. The blended teaching activities of staff are incidentally recognized. All teaching staff is trained in blended learning and teaching. The institution offers a well aligned portfolio of workshops and/or courses (related to blended learning and teaching) for the continuous professional development of their staff. The blended teaching activities of staff are recognized and valued by the institution. The extent to which teaching staff are able to develop their blended teaching skills.
- 17. [ 17CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic No deliberate quality assurance for blended courses, programs, strategy and policies. Special processes for evaluation of blended courses, programs, strategy and policies are developed and implemented. Some research is conducted on blended courses and/or programs. Quality assurance for blended courses is part of the standard quality assurance processes of the institution. The evaluation and improvement are based on clear criteria and multiple data sources. The institution has a research agenda for researching its own courses, programs and education. The process where blended courses, programs, strategy, rules and regulations are evaluated and revised on a regular basis
- 18. [ 18CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic Some informal policies, rules, regulations, action plans and guidelines related to blended learning are used in the institution. The institution does not have standardized models for blended course and program design. Policies, rules, regulations, action plans and guidelines related to blended learning are developed and implemented in the institution. Some key actors in the institution are involved in the process of developing new and existing policies, rules, regulations and action plans. Models for blended course and program design are shared in the institution. Policies, rules, regulations, action plans and guidelines related to blended learning are embedded in the standard governance structure of the institution. The governance of the institution is systematically reviewed and adjusted. Key actors, at different levels in the institution, are involved in the process of reviewing, adjusting and developing new and existing policies, rules, regulations and action plans. Standardized models for blended course and program development are provided. The way in which the vision and policies are translated to rules, regulations and actions that facilitate blended education
- 19. [ 19CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic No allocation of financial resources specifically for blended learning purposes. Financial resources are incidentally allocated (e.g. projects, pilots) to develop, support, stimulate and improve blended learning and teaching. The allocation of the resources is evaluated. Financial resources are structurally allocated to develop, support, stimulate and improve blended learning, teaching and blended education. The allocation of the resources is systematically evaluated and adjusted, based on clear criteria and qualitative and quantitative data. The extent to which financial resources are allocated to develop, support, and stimulate blended learning
- 20. [ 20CC-BY 4.0 Level 1 AdHoc Level 2 Consolidated Level 3 Strategic Limited availability of blended learning and teaching facilities. A wide variety of facilities is available. This includes both digital (e.g. digital learning environment, educational tools) and physical (e.g. video recording studios, the availability of different classroom set-ups) facilities. A wide variety of facilities is available. This includes both digital (e.g. digital learning environment, educational tools) and physical (e.g. the availability of different classroom set- ups, video recording studios) facilities. Teachers have influence on the scheduling of the facilities. The development of facilities is aligned with the institutional strategy. The quality, quantity and assortment of facilities is systematically evaluated and adjusted, based on clear criteria and multiple data sources. The extent to which institutions are equipped to facilitate blended learning and teaching.
- 21. [ 21CC-BY 4.0 INSTITUTIONAL STRATEGY INSTITUTIONAL SUPPORT SHARING AND COMMUNITIES PROFESSIONAL DEVELOPMENT QUALITYASSURANCE GOVERNANCE FINANCES FACILITIES
- 22. [embed.eadtu.eu 22CC-BY 4.0 @wfvanvalkenburg [email protected] Slides areavailable on slideshare.net/wfvanvalkenburg/
Editor's Notes
- #10 COURSE DESIGN PROCESS - The process of planning, designing, developing and evaluating a blended learning course Selection of blended learning activities and their sequencing - The rationale for the deliberate selection and integration of face-to-face and online learning activities. Selection of blended learning tools - The rationale for selecting tools for delivery and organisation of blended learning activities COURSE FLEXIBILITY – Opportunities for learners to adjust particular features of the blended learning course, based on their needs and preferences. This includes features such as the selection of learning activities, the selection of resources, the mode of delivery (online/face-to-face activities), pace (educator-paced/self-paced). COURSE INTERACTION – Extent to which the blended course facilitates learners’ interaction (learner-content, learner-learner, learner-educator) COURSE EXPERIENCE - Fit of particular blended course components with the course outcomes Student learning - The use of blended course features which facilitate students' self- regulated learning (orienting and planning, monitoring, adjusting and evaluating). Study load - The match between the intended and achieved study load of a course (distribution and correctness). Inclusiveness - The consideration for the diverse needs (including accessibility aspects) and backgrounds of all students to create an online and face-to-face course experience where all students feel valued, safe, have a sense of belonging, and where all students have equal access to learn.
- #11 PROGRAMME DESIGN PROCESS The process of planning, designing, developing and evaluating a blended learning programme. Programme coherence The vertical (course-programme) and horizontal alignment (between courses) of a blended programme. Alignment and coherence of blended learning tools The rationale for the alignment and coherence of educational tools in blended learning programmes. PROGRAMME FLEXIBILITY Opportunities for learners to adapt particular features of the blended learning programme. This includes features like the selection of courses/tracks, the mode of delivery (blended course, online course, traditional course), workload (full time/part time), pace (institution paced/self-paced), progress in a programme, and the possibility to follow courses at other institutions. PROGRAMME EXPERIENCE The extent to which a programme enhances students' learning and eliminates any obstacles that stand in the way of learning. Student learning The use of blended programme features which facilitate students' self-regulated learning (orienting and planning, monitoring, adjusting and evaluating). Study load The match between the intended and achieved study load of a programme (distribution across courses and correctness). Inclusiveness The consideration of the diverse needs and backgrounds of students in order to create a programme where all students feel valued, safe, have a sense of belonging, and where all students have equal access to the online and face-to-face environments of the blended learning programme.
- #12 INSTITUTIONAL SUPPORT The manner in which an institution supports teachers and students’ blended learning activities INSTITUTIONAL STRATEGY The extent to which blended learning, teaching and education are embedded in the vision, educational model and goals of an institution SHARING AND COMMUNITIES The degree to which an institution facilitates communities for sharing blended practices, materials and courses. PROFESSIONAL DEVELOPMENT The extent to which teaching staff are able to develop their blended teaching skills QUALITY ASSURANCE The process where blended courses, programs, strategy, rules and regulations are evaluated and revised on a regular basis GOVERNANCE The way in which the vision and policies are translated to rules, regulations and actions that facilitate blended education FINANCES The extent to which financial resources are allocated to develop, support, and stimulate blended learning FACILITIES The extent to which institutions are equipped to facilitate blended learning and teaching.
- #23 Creating a MOOC