I-HE2020 Experiences with EMBED

I-HE2020 Experiences with EMBED

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  [Wiebe Dijkstra [email protected] @wpdijkstra Experiences withEMBED 1 This work is licensed under a Creative Commons Attribution 4.0 International License.
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  [ 2CC-BY 4.0 INSTITUTION LEVEL
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  CC-BY 4.0
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  [ 4CC-BY 4.0
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  [ 5CC-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. Level 3 Strategic 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. ✓
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  [ 6CC-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 Level 2 Consolidated Dedicated support for blended learning and teaching is available for all teachers, students and departments. ✓
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  [ 7CC-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. Level 2 Consolidated Communities for sharing ‘blended’ best practices are facilitated. Processes and/or platforms are in place for sharing good practices and/or materials. ✓
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  [ 8CC-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. Level 2 Consolidated 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. ✓
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  [ 9CC-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 Level 1 Ad Hoc No deliberate quality assurance for blended courses, programs, strategy and policies. ✓
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  [ 10CC-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 Level 1 Ad Hoc 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. ✓
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  [ 11CC-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 Level 2 Consolidated 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. ✓
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  [ 12CC-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. Level 3 Strategic 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. ✓
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  [INSTITUTIONAL STRATEGY INSTITUTIONAL SUPPORT SHARING AND COMMUNITIES PROFESSIONAL DEVELOPMENT QUALITY ASSURANCE GOVERNANCE FINANCES FACILITIES 13CC-BY4.0
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  [LET’S GO TOWORK 14CC-BY 4.0
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  [ 15CC-BY 4.0 1. Startwith a round of brief introductions 2. Discuss which dimension you’d like to discuss 3. Open the corresponding page 4. Study the dimension and indicators
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  [ 16CC-BY 4.0 5. Explainthe current maturity level of your institution; Illustrate this using example 6. Describe what your institution needs to change due to COVID-19 7. Formulate an action point on what you want to change or improve in your institution. 8. Share the example and action point on padlet (https://padlet.com/secretariat23/xml7352q1ya0i8wk) 9. Discuss the next dimension and repeat steps 2 until 7
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  [embed.eadtu.eu 18CC-BY 4.0 [email protected] @wpdijkstra