Explore how Wageningen University navigates the evolving landscape of engineering education through outcomes-based teaching and engaging students in blended learning. Discover the key principles behind designing effective blended courses and the importance of aligning intended learning outcomes, teaching activities, and assessments for optimal student engagement and success.
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Designing blended engineering courses Emiel van Puffelen Leader Centre for Engineering Education E-mail: emiel.vanpuffelen@wur.nl
Changing Engineering Education Differences in engagement between students and need for learning that allows for differences in learning styles. Increased use of blended and online education causes new diversity and learning style issues. Rapidly changing world brings the need to engage students in diverse learning.
Wageningen University Tackles these trends with outcomes-based teaching and engaging students within a rich setting of blended learning. Approach is part of the University Teaching Qualification Programme for lecturers and also a focus for education innovation projects. Resulting education programmes are rated as the best in the national surveys of the last twelve years.
Design of Blended Courses Literature and Experience Start: well-constructed curriculum and properly formulated intended learning outcomes (ILOs). Four levels of ILOs Crawley, E.F., Malmqvist, J., stlund, S., Brodeur, D.R. and Edstr m, K.,2014
ILOs: starting point for creating Teaching and Learning Activity s (TLAs) and Assessment hopefully we all know: ILOs, TLAs and Assessment should be aligned ILO TLAs Assessment Based on Biggs and Tang 2011
Combine TLAs! often a large part of the TLA overview is needed One ILO might require different types of TLAs and the course set of ILOs might require more. A workflow of TLAs (like reading, developing evidence-based output, debating) might be needed for an ILO, especially for engineering. Differences in learning styles and learning theories point in the direction of combining TLAs. Combining TLAs is necessary to engage students and keep them surprised!
Part of a smart design is the choice between on-campus and online versions of each TLAs Practical reasons (group size, available time, facilities, curriculum standards) might dictate that choice. In general, the TLAs on the left side can be achieved with media resources (online, books etc.). Most universities have a long tradition in this and new developments, such as knowledge clips and Massive Open Online Courses are creating more options.
Limits to the use of online TLAs Wageningen University has introduced a lot of knowledge clips and other online teaching methods. Example: the first half of the second year Food Technology use mainly knowledge clips instead of lectures; most courses with practical s or tutorials have replaced parts of the activities with knowledge clips. Students do not always appreciate many knowledge clips, especially when the clips replace classes and they feel a lack of teacher-student contact. Higher level ILOs require on-campus collaboration work that cannot be completely offered online. Wageningen University has started a project to investigate this.
Conclusions and recommendations Design starts with a well-constructed curriculum and properly formulated Intended Learning Outcomes (ILOs). The many types of Teaching and Learning Activity s (TLAs) can be grouped into TLAs involving acquisition, inquiry, discussion, practice, collaboration and production. A smart design of a combination of (many) types of TLAs is needed to create top-quality university courses. All types of TLAs can be seen in traditional campus education and they can also be supported online. There are limits in replacing on-campus TLAs by online versions. It seems students need a minimum amount of on-campus teacher- student contact and higher level engineering ILOs require rich on- campus collaboration work that cannot be completely offered online. Wageningen University has started a project to investigate this.
Thank you! Your questions ... or the question below 1 Is this situation part of a good course design?
