📃 Overview

In this module, we consider the following themes:

The ABC method for thoughtful course design
The concept of blended learning and the various blend models
The expected preparation for the workshop
After the workshop: all materials and online version

📚 Required prior knowledge

At least first and carefully go through the RUN-EU context learning path.

The current learning path builds on the didactic principles stated there.

🎯 Goals

The following goals are central to this module:

You describe the 6 types of learning activities according to Laurillard.
You define blended learning
You give examples of how blended learning can be realised in different ways.
You collect the necessary basic data to design your short learning opportunity.

The following goal is central to the subsequent workshop:

You design a short learning opportunity for RUN-EU step-by-step and thoughtfully taking into account the didactic principles of RUN-EU.

💻 Format

Online asynchronous learning path followed by an on-site workshop with peer exchange.

📝 To do

1) Go through both this module and the module RUN-EU context thoroughly. This will give you all the necessary principles and background to start designing your own learning trajectory in a thoughtful way. Make sure this background is fresh in your mind by the workshop. These will not be repeated.

2) Review your submitted application form and focus on the learning objectives, target audience, didactic design... formulated then. Take this with you on the workshop.

Possibly, with your already acquired knowledge, you would like to approach certain things differently now? This is not a problem. Bring all your reflections to the workshop.

3) List the major components of your learning trajectory. These can be larger content topics and/or larger didactical phases. Bring this overview to the workshop.

⏱ Estimated time investment for this module

Going through learning path: about 2h

Workshop Course Design at the FAPSA Bootcamp day: 3h

🎨 Created by

RUN EU FAPSA HOWEST, staff member Elke Ruys

👩‍🎓 Didactische Competenties Howest (DCH) (in Dutch)

(These are formulated in Dutch, as it concerns calibrated descriptions at Howest and is exclusively addressed to Howest lecturers)

DCH3 - De lector ontwerpt een krachtige leeromgeving met aandacht voor differentiatie, klasmanagement, een logische lesopbouw van de les(sen) en talige geletterdheid. 

DCH5 - De lector selecteert passende en diverse didactische werkvormen in functie van de leerdoelen en de evaluatie.

DCH6 - De lector selecteert en ontwikkelt kwaliteitsvol studiemateriaal (media) voor het bereiken van de leerdoelen.

DCH11 - De lector reflecteert over zijn onderwijspraktijk en is bereid en gedreven zijn onderwijs permanent te verbeteren. 