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.
This joint LDE Minor combines the domains of Instructional Design, Technology-Enhanced Learning/Teaching and Design Thinking with interdisciplinary group work.
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 of the minor 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.
In this part of the minor studentswill 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.
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: work on group project
Tuesdays: lectures and meetings with teachers/experts in Leiden in the morning, work on group project in the afternoon
Wednesdays: lectures and meetings with teachers/experts in Delft in the morning, work on group project in the afternoon
Thursdays: lectures and meetings with teachers/experts/coach in Rotterdam in the morning, work on group project in the afternoon
Fridays: work on group project
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
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 reflection blogs, coaching dialogues) building up to a summative decision at the end of the course (individual report and group presentation).
Students will work on a technology solution to a challenge in the field of education in small groups. During the ten weeks students will write weekly short reflection blogs . These weekly reflections will form a final individual reflection report on the learning journey which will be graded. The group presentation will also be graded (same grade for whole group).
The challenge-based part B of the minor will be assessed via a group project.
The groups give a final presentation about their product, including analysis, process, developed solutions and evaluation studies performed. The assessment by both teachers and (external) experts from the field 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
Transparency and robustness (systematic) of the processes undertaken (documentation of steps, meeting minutes, brainstorming outputs, process diagrams etc.), including collaborative process (Roles and responsibilities)
Students receive one (individual) end grade for the course (15 EC) which consists of an individual grade for the reflective report (30% of the end grade) and a group grade for the end presentation (70% of the end grade).
The resit date for the end presentation will be 15th of February 2024. The deadline for the resit of the reflective report will be 1st of March 2024.
For questions regarding the minor you can contact Inge Bork.
The minor will be cancelled if less than 15 students apply.