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Living Education Lab: Building a Challenge Solution


Admission requirements

Third year enrolled students from LU, TU Delft and EUR who participated in Living Education Lab, the Basics
Proficiency in English reading, speaking and writing.
Full-time commitment

Beschrijving/ Description

This LDE Minor combines the domains of Instructional Design, Technology-Enhanced Learning/Teaching and Design Thinking with interdisciplinary group work.

Instructional Design
In the first part of this minor you’ve learned to use whole tasks and adaptive support to deal with complexitity. In this second part you learn to design instruction in which complex knowledge and skills are organized in so-called perspectives. A perspective lights up certain up certain aspects of complex real world tasks and guides in generating questions, formulating and testing answers, and connects existing and new knowledge in a coherent way.
You are guided through your individual learning path towards skilled educational innovators and researchers who know their way in the worlds of Education, Technology and Design and are able to apply this knowledge in educational practice.

Technology Enhanced Learning
The second part aims at applying and learning about the process of developing a TEL solution. This introduces basic concepts of software engineering and requirements engineering and agile development methodology. Second customaisation of existing TEL solutions as also rapid prototyping of solutions are introduced. The development cycle is also linked to different types of evaluations considering formative methods as focus groups and interviews as also making use of software logging and user tracking facilities for collecting usage data. You will also learn about usage evaluation, User Experience (UX), Human Computer Interaction and their impact on learning outcomes on cognitive, affective and psychomotoric learning support.

Design Thinking
In this part of the minor students, you will work in multidisciplinary groups. Students will face real-life challenges, for which they will aim to find solutions considering all important aspects of the three domains involved. Students will be guided to understand and apply Design thinking on their project/challenge. This way students can put theory into practise and they are encouraged to think outside the box, experiment and explore.

Leerdoelen/ Course objectives

After completing this course, students

  • are able specify a perspective-based approach for a given educational-challenge.

  • have developed a conceptual design for an Edtech solution for a given challenge

  • have applied the design thinking process to a given challenge.


Mondays and Tuesdays; lectures and meetings with teachers/experts
Wednesday and Thursdaty: work in group, if necessary supported by teachers/experts/supervisors
Fridays: groupmeetings with supervisors

Mode of instruction

Lectures will be combined with group work and consulting sessions with experts from educational science, didactics, technology-enhanced learning, and agile management and design thinking.

Assessment method, weighing, resit

Programmatic Assessment
Based on Van Der Vleuten et al (2015) students will be assessed by programmatic assessment. This means that students would engage in many low-stakes formative assessment moments (e.g assignments between lectures, reflections, coaching dialogues) building up to a summative decision at the end of the course (individual and group presentations).

For the weekly lectures students will get several cases presented on which they have to select a case and write a reflection blog of max 1000 words. These submissions will be randomly assigned to other students and each student has also to write an evaluation of one other submission based on a rubric aligned to the SOLO taxonomy (Biggs et al., 1982). The assessment on the rubric will not be used for the grading, but the grading will be based on a final report reflecting on the learning journey either in written format or submitted as video reflection recorded with a maximum of 5 minutes.
An example of a rubric for which the students have to give an argument why they choose a certain category for another student's blog is shown below.

The challenge-based part B of the minor will be assessed via a group project.
The teams will write a report and give a final pitch about their analysis, process, developed solutions and evaluation studies performed. The assessment by both peers and teachers will be based on the criteria:

  • Relevance: The extent to which the team shows a good understanding of the challenge taken into consideration, its context and identified the target audience related to their challenge

  • Quality: The extent to which the solution developed addresses the challenge effectively by considering the context where it will be implemented, and the target group needs. This includes quality or analysis, selected methodology of development, developed interventions as also quality of evaluation.

  • Creativity: The extent to which the solution is an original and novel idea, having some elements of innovativeness compared to what is already available in the education sector and the market.

  • Performance and teamwork, interdisciplinarity of solution

Reading list





Mr. J.P.M.J. Gijzen