Presentation of Katie Goeman (KULeuven) and Willem van Valkenburg (TUDelft) during EADTU event (MID2018) at Bonnenfantenmuseum in Maastricht (NL)

1. Katie Goeman, KU Leuven
Willem van Valkenburg, TU Delft

2. EMBED as a strategic partnership

3. Purposes of EMBED
• Track BL practices, conditions, strategies and policies in a
systematic manner
• Assess the degree of maturity of BL in HEIs
• Provide a framework for enabling optimization or change

5. Working towards a maturity model
1. Literature study
2. Repository of cases
3. Interviews with key stakeholders
o Frame blended learning, teaching and education
o Define dimensions and criteria of the MM
o Describe maturity levels
4. Follow-up: revision/validation, multiplier events, MOOC

6. 1. Blended learning: learning as a
result of a deliberate,
integrated combination of
online and face-to-face
learning activities.
2. Blended teaching: designing
and facilitating blended
learning activities.
3. Blended education: the formal
context of BL (practices) that is
determined by policies and
conditions with regard to the
organization and support of
blended learning.

7. Level of observation (actors) Descriptive framework Maturity level
MICRO
(learners and faculty)
BLENDED LEARNING
PRACTICES
Differences in actual BL
activities
• design (blended
teaching)
• behavior (blended
learning)
MESO & MACRO
(decision making bodies, support
services)
BLENDED
EDUCATION
CONTEXT
Differences in BL policies
and conditions for
blended learning practices
Goeman, Poelmans & Van Rompaey (2018)
We need to know this...
To explain this...

8. Assumptions
ALIGNMENT instructors or instructional designers are
knowledgeable about how to align course objectives, expected
outcomes and target student group.
QUALITY ≠ MATURITY Within each of the levels of maturity, quality
approaches can be in place.
VALUE OF (INFORMED) DESIGN APPROACH We explicitly adhere to a
design-focused approach of courses and programs. Maturity is the
result of ability of (teams of) instructors, instructional designers and
others involved to make informed decisions about BL courses and
programs. This includes using design principles and/or instructional
theories for the design of learning activities right up to whole
program design

9. I think the fundamental reason [to start with BL] is the need of flexibility. That is
one reason to start BL. Another reason is that if you start BL, you need to think
about your design. Filling 2 hours in a [conventional] lecture for a group of
students is easy.
Creating a BL design requires thinking: why, for whom, added value?
_ lecturer

11. Source: Lee, Lim, & Kim, 2016: 441

12. BL PRACTICES IN CONTEXT
26 cases, 6 universities

13. [
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Macro (government & society)
Policy
Rules &
Regulations
Meso (institute)
Policies
Conditions
Micro (course/programme)
Teaching Learning

14. [Micro level
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15. [
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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16. 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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17. [Meso level
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18. 19
Cookbook
Cookbook Educational Spaces:
https://pietvanderzanden.weblog.tudelft.nl/2018/04/21/cookbook-education-spaces-version-2/

19. 20
New education building Pulse
http://campusdevelopment.tudelft.nl/project/pulse/
Virtual tour: https://nmc360.tudelft.nl/vt_pulse/

20. 21

21. [Macro level
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22. [
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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

23. [Concept Framework
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24. [
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25. [
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26. [
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27. [NEXT STEPS
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28. [
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• Concluding 1st round Expert Research
• Revising the dimensions + draft indicators
• 2nd round expert research
• Maturity model
• Develop instruments

29. [embed.eadtu.eu
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katie.goeman@kuleuven.be
@wfvanvalkenburg
W.F.vanValkenburg@tudelft.nl