15-T2 Developing and evaluating learning activities in (large scale / massive) blended learning environments: Current challenges

Course description:
Although a certain amount of hype always surrounds new developments in the area of education and ICT, this hype is not always warranted. In contrast, recent meta-analyses (Cheung & Slavin, 2012, 2013) document the limited impact of educational technology in important domains such as mathematics and reading development. One of the reasons for this rather disappointing impact of instructional technology on student achievement is the limited use that is often made of research-based instructional design guidelines. A recent study for example found that the majority of MOOCs (Massive Open Online Courses) score poorly on most instructional design principles (Margaryan, Bianco & Littlejohn, 2014).
The aim of this course is to examine several current topics and developments in Education and ICT and examine the theoretical underpinnings of these developments, the research investigating the effectiveness of these developments, and evaluate examples of these developments in terms of instructional design principles. 

course coordinators/tutors 
Jeroen Janssen (j.j.h.m.janssen@uu.nl) 
Bram De Wever (Bram.DeWever@UGent.be) 
Anouschka van Leeuwen (a.vanleeuwen@uu.nl)

These topics and developments include:
● Instructional design principles for Education and ICT.
● Research on different types of online blended learning environments, e.g., MOOCs, flipped classroom.
● Research on different ways of measuring “learning” in these environments, e.g., learning analytics, content analysis.
● Research on the application of different tools in online learning environments, e.g. social media, wikis.

Course objectives:

● Knowledge about current topics and developments in Education and ICT.
● Ability to evaluate current developments in Education and ICT.
● Study the design of ICT-based learning environments
● Apply specific strategies to determine the adequacy of ICT-based learning design
● Discuss different techniques for learning analytics
● Design and evaluate small online learning activities (design + effectiveness)
● Engage in discussions about the strengths, weaknesses, opportunities and threats of research on (large scale) ICT-based learning
● Translate research questions, methodologies and findings to own research project

Requirements/entry level:

  • Participants are required to have completed the ICO Introductory Course successfully. 
  • Participants should have basic knowledge of instructional design and instructional design models (Educational Sciences 101). For students with no prior knowledge on instructional design, we refer to chapter 3 of McKenney, S., & Reeves, T. C. (2012). Conducting Educational Design Research (pp. 61–68). Routledge. and/ or Gustafson, K. L., & Branch, R. M. (2002). What is instructional design? In R. A. Reiser & J. A. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 16–25). Saddle River, NJ: Merrill/Prentice-Hall. 
  • Participants should have basic knowledge on the use of ICT in education. More in particular, it is recommend that they know how MOOCs and social media are used in education, and how learning analytics are used to analyze learning behavior in ICT-based environments. Students without prior knowledge on moocs are recommend to read and Introduction to MOOCs: avalanche, illusion or augmentation? http://hdl.voced.edu.au/10707/327380 


Thursday September 3, 10 am till 5 pm 
Friday September 4, 10 am till 5 pm 
Thursday September 17, 10 am till 5 pm 
Friday September 18, 10 am till 5 pm 

Day 1:
● Plenary introduction to the course.
● Masterclass Instructional Design principles for instructional technology by course coordinators and guest lecturer.
● Group activity: Constructing a timeline of developments in instructional technology, identifying successes and failures.
● Further introduction to assignments

Day 2:
● Theme: MOOCs and blended learning
● Masterclass by guest lecturer.
● Hands-on activity

Day 3:
● Theme: Learning analytics and analyzing learning
● Masterclass by guest lecturer.
● Hands-on activity

Day 4:
● Theme: Social media and social software
● Masterclass by guest lecturer
● Hands-on activity
● Poster presentations assignment


Thursday, September 3: Achter Sint Pieter 200, werkgroepruimte 011, Utrecht city centre
Friday, September 4: Achter Sint Pieter 200, werkgroepruimte 011, Utrecht city centre

Thursday, September 17: Sjoerd Groenman Gebouw, zaal B1.09 and B1.13, De Uithof, Utrecht
Friday, September 18: Achter Sint Pieter 200, werkgroepruimte 011, Utrecht city centre

Maximum number of participants:
15 students