Blend It & Share It
Advies van de werkgroep
Onderwijsvernieuwing / Blended Learning
FNWI December 15th 2015
Peter van Baalen
Professor of Information Management and Digital Organization
Director of College of Economics and Business
Members working group Educational Innovation /
Blended Learning
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Peter van Baalen (FEB, chair working group)
Brigitte Widdershoven (AZ, secretary working group)
Klaas Visser (FMG – Psychology)
Arthur Salomons (FdR)
Etienne van Eyck (FdG, AMC)
Andy Pimentel (FNWI)
Leon Raijman (ICT Services) till April 1st 2015
Annemarie Zand Scholten (FMG – Peagogiek en Onderwijskunde)
Nynke Bos (till March 1st 2015)
Ilse Blomberg student-member since May 2015
Lina van Hirtum student-member since May 2015
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Questions
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What are the most important technological and
non-technological trends relevant for higher
education?
What are the implications for the UvA and her
schools?
What could be our response from a blended
learning perspective?
Changing higher education context
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Continuous growth # students (2000-2014: increase 54%)
Increasing diversity student population w.r. prior knowledge and
cultural background (international classroom)
Decreasing financial contribution government per student (20002014: decrease from 19.600 to14.300 euro).
Massification of higher education and quality standards
Increasing output performance norms w.r. research and
education (and criticism)
Personalization and flexibility: tailor made programs and diplomas
Decreasing (economic) value of academic degree?
Competition new commerical players in the market for education
Open online education / courseware (MIT Open Courseware,
MOOCs, Kahn Academy, SkilledUp etc.)
Pervasive impact of ICT in education and society
UvA werkgroep Blended Learning
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Changing higher education context
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Continuous growth # students (2000-2014: increase 54%)
Increasing diversity student population w.r. prior knowledge and
cultural background (international classroom)
Decreasing financial contribution government per student (20002014: decrease from 19.600 to14.300 euro).
Massification of higher education and quality standards
Increasing output performance norms w.r. research and
education (and criticism)
Personalization and flexibility: tailor made programs and diplomas
Decreasing (economic) value of academic degree?
Competition new commerical players in the market for education
Open online education / courseware (MIT Open Courseware,
MOOCs, Kahn Academy, SkilledUp etc.)
Pervasive impact of ICT in education and society
Unbundling and Rebundling in higher
education
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Threat: unbundling
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Opportunity: rebundling
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Mass education and decreasing quality of education
Fragmentation of education
Disconnection education and research
Competition commercial non-university players
Blurring boundaries resulting from digitization
Meaningful and innovative rebundling of education from a
strong educational perspective
Blended Learning
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Meaningful combinations of offline and online
learning activities from a strong educational
perspective
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Blended Learning: The best of both
worlds Strengths of online education
Strengths of offline education
• Rich and direct contact
student-teacher and
student-student
• Social engagement with
lecturers, students and
university
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• Time and place independency
• Accessibility
• Rich course material
Educational philosophy UvA
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Research-driven education
Current use of ICT in education UvA
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Hundreds of unconnected or loosely connected
ICTO - projects
Educational strategy:
deepening and broadening
with Blended Learning
Deepening: intensify student - teacher / student – student
and student – course material interaction
Broadening: connecting to (potential) stakeholders in society
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Deepening with Blended Learning
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Small scale classes
Flip the classroom
Research-driven education
Rich digital course material
Personalization, differentiation and
flexibility
Learning analytics
Peer learning
Role of the campus
Broadening with Blended Learning
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Accessibility
Internationalization
Life Long Learning
Collaboration with private and public
organizations
Collaboration with university and non-university
partners
Open educational resources / open courseware
Recommendations
Strategic choices blended learning
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University level
School level
Sustainable education innovation capability
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University level
School level
Aligning choices and innovation at two levels
Strategic choices
Sustainable innovation
University
level
Scale
School
level
Scope
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Strategic choices blended learning: university
level
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Educational strategy: deepening and broadening;
Aligning central and decentral blended learning
infrastructures;
Aligning and orchestrate decentral initiatives;
Collaboration with university and non-university
partners;
Financing blended learning;
Use of and participation in open educational
resources / open courseware;
Revise the Contacturensysteem.
Strategic choices blended learning: school
level
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Develop strategic plan blended learning at school
level – deepening and broadening
Resource allocation (time, money, expertise);
Develop incentive structure for teaching staff;
Develop blended learning at curriculum level;
Make or Buy decision on digital course material;
Strategic decisions on expensive course material
production (e.g. MOOCs, digitaal werkboek).
Sustainable education innovation
capability: university level
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Set up research program Blended Learning and appoint full
professor Blended Learning to support evidence-based
blended learning (see UvA Instellingsplan 2015-2020);
Develop multidisciplinairy expertise (pedagogy, didactics,
instructional design, edcational software engineering, project
management);
Set up UvA Blended Learning Platform to support the
exchange of knowledge and experience and the development
of new course material
Appoint dean of blended learning to orchestrate the platform
and decentral blended learning initiatives.
Sustainable education innovation
capability: school level
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Give priority to the development and professionalization of
teaching staff with respect to blended learning;
Appoint an blended learning coordinator to initiate and support
BL initiatives within the schools and to align initiatives between
school and university level;
Emphasize team productions instead of individual productions
in the development of digital course material;
Make high demands on the quality of the production, usage
and licensed (proprietory and open source) digital course
material;
If possible, develop digital courses on a modular basis (to
reuse them)
Invest in the development and use of learning analytics
Thank you for your attention!
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Interactions in teaching and learning
Traditional focus
Student - Content
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Student - Teacher
Student - Student
Research on interactions (Bernard et al,
2009)
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All three types of interactions have significant effect
on study performance
No differences between online, offline and blended
learning modalities
For student – content interaction, the more the better
(time on task)
For student – teacher interaction, focus on
comprehension and high order thinking skills – not on
lower level factual information, procedural information
of a course, and assessment issues
Interactions in blended learning
Double Helix
Offline
Student - Content
Student - Teacher
Student - Student
Student - Teacher
Student - Student
Online
Student - Content
= instruction
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Schumpeterian view on higher
education
As long as we anchor our teaching and learning in the Double Helix there’s an
almost infinite number of ‘neue Kombinationen’ in higher education
Traditional sequence
Large scale
lecture
Small scale Large scale
lecture
lecture
S-C
S -T
S -T
S -T
Small scale Large scale
lecture
lecture
S-C
S -T
S -T
Small scale
lecture
S-C
S -T
S-T
S-C
Neue Kombinationen (e.g. flip the classroom)
S-C
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S-T
S -T
S-S
S-C
S-S
S -T
S-C
S-S
Socrates and his student: Painter: Johann Friedrich Greuter,
1590: (San Francisco, Achenbach Foundation for Graphic Arts)
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Bates:
http://opentextbc.ca/teachinginadigitalage/
chapter/4-2-transmissive-lectures/
Visible Learning and Teaching
“What is most important is that teaching is visible
to the student, and that learning is visible to the
teacher. The more the student becomes the
teacher and the more the teacher becomes the
learner, then, the more successful are the
outcomes.”
(Hattie, 2009: 25)
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Double Helix:
visible learning and teaching
Double Helix
Learning
• Student co-produces in
teaching: asking for feedback
• Teacher co-produces in
learning: signalling student’s
comprehension
Teaching
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UvA werkgroep Blended Learning
Old Lecture
Learning
Teaching
Rise of Parallelism
Bates:
Artist: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett
SMPK,
http://opentextbc.ca/teachinginadigitalage/
Berlin/Staatliche Museen Preussiischer Kulturbesitz, Min. 1233
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chapter/4-2-transmissive-lectures/
Attention Please!
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Paralellism vs Double Helix in Teaching
and Learning
Double Helix
Parallelism
Learning
Teaching
Learning
Teaching
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