Introduction to European Maturity Model for Blended Education by Willem van Valkenburg (TU Delft) https://embed.eadtu.eu/en

1. [Willem van Valkenburg
@wfvanvalkenburg
The European Maturity Model
for Blended Education
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2. [Conceptual and
descriptive framework
Design of monitoring
instruments
Maturity model and
monitor
MOOC
Policy impact
initiatives
Institutional change
trajectories

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What are we blending?

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learning as a 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

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Macro (government & society)
Policy
Rules &
Regulations
Meso (institute)
Policies
Conditions
Micro (course/programme)
Teaching Learning

7. [Micro level
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8. [
F2F
Online
Watch
video
Discuss
Quiz
Calcu-
lations
Online
Quiz
Peer
Instruction
Read
paper
Discuss
calculations
In-depth
Lecture
Read
material
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9. In depth
lecture
Lab Work Problem
solving
Clickers Student
presentations
Game
Peer
instruction
Guest
lecture
Excursion Difficult
exercises
Discussion One minute
paper
Watch
video
Discussion
board
Assign-
ments
Interactive
Video/PDF
Peer
feedback
Concept
Map
Read
Chapter
Online
quiz
Online
brainstorm
Blog Case study Virtual
Reality
Online
F2F
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10. [Meso level
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Cookbook
Cookbook Educational Spaces:
https://pietvanderzanden.weblog.tudelft.nl/2018/04/21/cookbook-education-spaces-version-2/

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New education building Pulse
http://campusdevelopment.tudelft.nl/project/pulse/
Virtual tour: https://nmc360.tudelft.nl/vt_pulse/

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14. [Macro level
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• Teachers get paid based on hours in class
• Reducing class time is political sensitive
• Some governments are promoting blended
learning with grant programme for digital
education

16. [Concept Framework
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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.
Level 1 Explorative No deliberate selection and integration of face-to-face and online learning activities.
Level 2 Design-based Learning activities (both face-to-face as online) are deliberately selected, integrated, and sequenced
based on a design method or design principles.
Level 3 Course cycle Learning activities (both face-to-face as online) are deliberately selected, integrated, and sequenced
based on a design method or design principles. Quality assurance processes are deliberately embedded
in order to continuously improve a course in an iterative manner
Selection of blended
learning tools
The rationale for selecting tools for delivery and organisation of blended learning activities.
Level 1 Tool-based The selection of particular tools is based on their availability at the institution.
Level 2 Design-based The selection of particular tools is based on learning activities, informed by evidence or experience.
Level 3 Course cycle The offering (or not offering) of course flexibility is deliberately designed, informed by evidence or
experience. The flexibility is adapted based on the learners' needs. Continuous quality improvement is
deliberately embedded in order to enhance course flexibility.

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INSTITUTIONAL SUPPORT- the manner in which an institution supports
teachers and students’ blended learning activities
Ad hoc Limited support for blended learning and teaching aimed at
individual teaching staff and students
Consolidated Dedicated support for blended learning and teaching is
available for all teachers, students and departments.
Strategic 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.

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C0QuestionMarkbyTeroVasalainen

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@wfvanvalkenburg
W.F.vanValkenburg@tudelft.nl

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• Please fill in the evaluation survey:
https://wfvv.eu/embed-dcu-evaluation