The content in this document is the result of a two-year project on blended learning in the initial teacher training programme of INHOLLAND University for Professional Education. Research and design of innovative learning practices was conducted by the INHOLLAND Centre for eLearning. This document offers a conversational framework for further discussion on (re-)design of learning practices based on blended learning and should not be regarded as a scientific article. Underlying research reports and articles on the subject are available through the Centre for e-learning.
The content in this document is the result of a two-year project on blended learning in the initial teacher training programme of INHOLLAND University for Professional Education. Research and design of innovative learning practices was conducted by the INHOLLAND Centre for eLearning. This document offers a conversational framework for further discussion on (re-)design of learning practices based on blended learning and should not be regarded as a scientific article. Underlying research reports and articles on the subject are available through the Centre for e-learning.
Blended learning is not a flash in the pan, it’s here to stay. At The Hague University of Applied Sciences (THUAS) the implementation of blended learning is not yet in an adult stage, but in a newly introduced educational framework (The Hague University of Applied Sciences, 2017) blended learning plays a vital role. The intention is for teams to come to a shared approach when it comes to blended learning. In his blog, Leonard Geluk, (Geluk, 2016) the Chairman of the Executive Board of the University notes that ‘the development is slow to get off the ground’ and ‘there is still work to be done before we can fully embed ICT in education.’ The toolkit of teachers has been supplemented with many digital tools in recent decades (Geluk, 2014), but what makes lecturers actually use these new possibilities? What causes them to pick up the toolkit or leave it? Jacobs (2013) indicates that people’s ability to exploit the benefits of technology, in particular digital technology, is not obvious and can be a big challenge, especially for teachers. The central question to this study is: What brings lecturers in motion around blended learning? In my opinion, gaining more understanding in the lecturers’ perspective is an important part of the ‘work’ that Leonard Geluk describes above. This is the main goal of this research.
Students in Higher Music Education (HME) are not facilitated to develop both their artistic and academic musical competences. Conservatoires (professional education, or ‘HBO’) traditionally foster the development of musical craftsmanship, while university musicology departments (academic education, or ‘WO’) promote broader perspectives on music’s place in society. All the while, music professionals are increasingly required to combine musical and scholarly knowledge. Indeed, musicianship is more than performance, and musicology more than reflection—a robust musical practice requires people who are versed in both domains. It’s time our education mirrors this blended profession. This proposal entails collaborative projects between a conservatory and a university in two cities where musical performance and musicology equally thrive: Amsterdam (Conservatory and University of Amsterdam) and Utrecht (HKU Utrechts Conservatorium and Utrecht University). Each project will pilot a joint program of study, combining existing modules with newly developed ones. The feasibility of joint degrees will be explored: a combined bachelor’s degree in Amsterdam; and a combined master’s degree in Utrecht. The full innovation process will be translated to a transferable infrastructural model. For 125 students it will fuse praxis-based musical knowledge and skills, practice-led research and academic training. Beyond this, the partners will also use the Comenius funds as a springboard for collaboration between the two cities to enrich their respective BA and MA programs. In the end, the programme will diversify the educational possibilities for students of music in the Netherlands, and thereby increase their professional opportunities in today’s job market.
In dit project zal een online onderwijsmodule worden ontworpen. In deze module zal een deel van de output van het project Bouwen met Levende Natuur worden verwerkt tot onderwijs. Het maken van online course materiaal binnen de HZ onderwijsonwikkeling, waar zowel echte casuistiek uit de de beroepspraktijk, als gebruik van ICT mogelijkheden centraal staan. Door de modulaire opbouw zal het mogelijk zijn onderdelen in verschillende courses te verwerken. De docent kan dan de module naar eigen wens, en onafhankelijk van de beschikbaarheid van interne of externe gastdocenten, inzetten voor ‘blended learning’. De benadering binnen de learning unit(s) volgt het constructivisme, activiteiten die te maken hebben met kennisoverdracht, zullen derhalve worden afgewisseld met verwerkingsopdrachten. De volledige onderwijsmodule richt zich vooral op onderwijs op het gebied van Coastal Engineering van de opleiding Civiele Techniek (CT), in eerste instantie van de Delta Academy; CT studenten blijken behoefte te hebben aan een uitleg van ecologische principes vanuit vanuit een meer technisch perspectief. De learning units/onderwijsmodule is uiteraard ook beschikbaar voor andere hbo opleidingen. Het geselecteerde gedeelte, de eerste learning unit, zal ook bruikbaar zijn voor de course Integrated Coastal Zone Management (ICZM), waarin oa het concept Building with Nature wordt uitgelegd. In de huidige vorm wordt dit onderdeel op de klassieke manier gebracht, in de vorm van een hoorcollege. De ontwikkeling van online materiaal maakt de afwisseling met het verwerken van de aangebrachte kennis eenvoudiger; de structuur daarvoor wordt in de online versie al aangebracht. Deze learning unit brengt niet alleen wat aanvullende benaderingen vanuit technisch perspectief, maar is ook een aanpassing, die het geheel hestructureert volgens het constructivisme. De course ICZM is een keuze-course, bedoeld voor Aquatische Ecotechnologie (AET), Delta Management (DM) en CT studenten; waar CT studenten meer behoefte hebben aan een technisch perspectief, heeft deze course ook te maken met DM studenten, die juist wat meer kennis zouden moeten maken met meer technische benaderingen.
Advances in technology are opening up new learning opportunities, consequently having an impact on conventional teaching and learning concepts. The roles of teachers, students and universities are also being transformed worldwide. The Academy for Leisure & Events of BUas has always been part of the above quest.Therefore, it is crucial that teaching methods and learning experiences in higher education are dynamic and continuously incorporate innovative approaches as well as integrate new technologies. After all, it is essential to be prepared for the way students learn nowadays and for the future demand coming.It is now more important than ever, especially considering the challenging coronavirus times we are in, for Breda University of Applied Sciences – as a partner of this project – to actively contribute to strengthening staff capacities in innovative teaching and learning methods and digital skills. For instance by offering training courses in a blended model, combining face-to-face teacher training with MOOCs and e-learning.As designing meaningful experiences has always been at the heart of the mission and work ofthe Academy for Leisure & Events, this project builds upon further extension of networks in teaching and learning innovation in national and international higher education contexts.Partners:FH Joanneum University of Applied Sciences, Universidad Carlos III de Madrid, Universidad de Lima, Universidad Catolica San Pablo, Universidad de Piura, Universidad Austral de Chile, Universidad de Santiago de Chile, Universidad Vina del Mar
