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Living Education Lab – the Basics


Admission requirements

Third year enrolled students from LU, TU Delft and EUR.
Proficiency in English reading, speaking and writing.
Full-time commitment


In this first part of the LDE Minor Living Education Lab, the basics, the domains of Instructional Design, Technology-enhanced Learning/ Teaching and Design Thinking with interdisciplinary group work.

Instructional design
Traditional design models often break up a complex whole into smaller isolated parts and teach them part by part (atomistic design approach). This often results in separation of knowledge, skills and attitudes, fragmentation and low transfer of learning. In this basic part of the minor, you learn to design education in a holistic way. Holistic design approaches attempt to deal with complex learning without losing sight of the whole. You learn to design education in which complex knowledge, skills and attitudes are learned in an integrated way in the context of whole, real life, tasks, with adaptive support to deal adequately with individual differences.

Technology Enhanced Learning
Technology Enhanced Learning (TEL) offers different affordances for supporting primary and secondary learning support. On the one hand technology has classically been used to optimize information distribution and assessment processes on the other hand technologies can also enhance the effectiveness and efficiency or enjoyability of student learning. You learn how to design TEL solutions and interventions with targeting primary and seconday learning outcomes. Furthermore, different technologies and cases on mobile learning, learning analytics, augmented and virtual reality, as also AI for education and empirical data about their effects will be introduced.

Design Thinking
The minor is based on the principles of design thinking. Design thinking is a non-linear, iterative process that is used to understand users (in this specific context students and academics), challenge assumptions, redefine problems, and create innovative solutions to prototype and test. Involving five phases—Discover, Define, Ideate, Prototype, and Test—it is most useful to tackle problems that are ill-defined or unknown. Each design thinking phase will last for two weeks. In this part of the minor, students working with multidisciplinary groups will understand the principles of Design thinking by exploring and dissecting relevant use cases.

Course objectives

After completing this course, students

  • are able to compare and contrast the atomistic and holistic instructional design approaches and their implemenation in education

  • are able to specify whole task instructional design and pedagogies for a given educational challenge

  • know about different educational technologies, their affordances and how they are used for enhancing learning

  • know and understand the phases of design thinking and associated activities and outcomes


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

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