Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.

1. Bram Pynoo
Jo Tondeur
Griet Lust
eAPRIL Conference 2015

4. “Blended learning combines the best
empowering ICT & human touch so we
can help students learn more than
ever before” – A. Hernandez

5. Via K_Triquet
#differentdefinitions
“formal education program in which a student
learns at least in part through online delivery
of content and instruction with some element
of student control over time, place, path and/
or pace, and at least in part at a supervised
brick-and-mortar location away from home.
The modalities along each students’ learning
path within the course or subject are
connected to provide an integrated learning
experience” (Innosight Institute & INACOL 2015 – initially from Chirstensen, Horn &
Staker 2013 )

6. How do you incorporate blended learning
in your course?

8. Traditional training arragements may not be not
enough to prepare teachers to successfully
integrate blended learning

9. How to bridge the gap?
From TK to TPACK

10. Teacher design teams
as a strategy for integrating BL
‘A group of at least two teachers,
from the same or related subjects,
working together on a regular basis,
with the goal to (re)design
and enact (a part of) their common curriculum’
(Handelzalts, 2009, p. 7)

12. Goals
• Improve practice (and hence student learning)
• Facilitate teacher learning
• Share / generate knowledge about practice
“Ongoing collaboration among educators produces
teacher learning, and this ultimately improves
teaching and learning”
(Levin, 2010, p. 110)

13. Generic activities of TDTs
IDENTIFY
A
PROBLEM
DESIGN
A
SOLUTION
IMPLEMENT
A
SOLUTION
REFLECTION
&
ANALYSIS
Ermeling,
B.
(2010).
Tracing
the
effects
of
teacher
inquiry
on
classroom
prac?ce.
Teaching
and
Teacher
Educa?on,
26,
377-­‐388

14. Characteristics of TDTs
• Own practice as a starting point (authentic
problems)
• Design as a core activity
• Collaboration
• Reflection (design process and products)
• Individual and group learning

15. Project ICT competences of teacher trainers!
❖ ENW = ExpertiseNetwork of teacher training institutes
associated to a Flemish University
❖ interENW/RP project with ENW AUGent as responsible
institution. Other ENWs engage as part of the Sounding
Board (& ICT design teams)
❖ Phase 1 (2012-13): development of the Flemish ICT
development profile for teacher educators
❖ Phase 2 (2014-15): ICT design teams => putting the
ICT development profile into action

16. ICT Design Teams!
ICT Design Teams: teams of teacher trainers/experts who go
collectively through a design process in order to deliver a
qualitative product. The design teams aim (1) to contribute to
the further professionalization of teacher trainers and (2) to
stimulate the cooperation between different actors in the field
of education with regard to ICT competences
❖ From at least three different institutions
❖ Limited funding: 10000€ per team
❖ Team members participate on a voluntary basis!

17. Characteristics of TDTs
• Own practice as a starting point (authentic
problems)
• Design as a core activity
• Collaboration
• Reflection (design process and products)
• Individual and group learning
Call issued to teacher training institutions: problem se
tting, focus of the design team, how do you plan
to reach your goal, expected outcome?
Process & product: curriculum materials, roadmap, m
anuals,…
4 to 6 meetings per year, informal contacts
Several central meetings with the design team
leaders
Exchange of practices and expertise during
team meetings, workshops,…

18. Four design teams, four approaches
Design team
Angle
Expected outcome
Method
Smart Science
Can mobile devices
engage
Different types of
video, applicable in
a FTC context
Workshops towards
creating video's
Modern Foreign
Languages
Is FTC applicable in
a context of
language didactics
Video's(?),
guidelines
Preliminary workshops;
goal will be set in
december 2014
Arts & Culture
A need expressed
to professionalize
on certain ICT
competences
A Street Art in
Ghent Route
Workshops towards the
goal
Blended
Learning
TT: need to update
course material but
how to start?
A roadmap,
prototypes
Community of Practice;
topics set in first
meeting of the CoP

19. TDTs for online & Blended Learning (OBL)

20. Roadmap
Step
1:
Why
ü I/we have to
ü I want to
ü In the (near) future, my institute will encourage/enforce me to…
Two main questions:
ü What’s in it for me? What is/would be the added value of"
blended learning for my practice, my students,…
ü Who am I when it comes to blended learning and the "
integration of ICT

21. Who am I?
Step
1:
Why
When it comes to the integration of ICT in my practice:
Interested ó Wait and see
When it comes to the use of ICT in general:
Daredevil ó Computer illiterate

23. Compose a design team
Step
1:
Why
Form ICT design teams with (about) 4 members ideally consisting"
of four members with a different profile
Write down one example:
• Daredevils: what do you do now when it comes to BL?
• Computer illiterates: what would you like to do when it comes to BL?
Present your case to the other team members

24. WHY do you meet F2F?
Step
2:
De)ine
your
blend

25. What type of blend?
Step
3:
How
to
digitize

26. ICT Design team - Evaluation
Design team
Angle
Expected outcome
Method
Smart Science
Can mobile devices
engage
Different types of
video, applicable in
a FTC context
Workshops towards
creating video's
Modern Foreign
Languages
Is FTC applicable in
a context of
language didactics
Video's(?),
guidelines
Preliminary workshops;
goal will be set in
december 2014
Arts & Culture
A need expressed
to professionalize
on certain ICT
competences
A Street Art in
Ghent Route
Workshops towards the
goal
Blended
Learning
TT: need to update
course material but
how to start?
A roadmap,
prototypes
Community of Practice;
topics set in first
meeting of the CoP
One workshop, one ‘plenary’ session, after
this phase only informal contacts took place
3 workshops, different curriculum materials "
have been developed, DT stopped due to illness expert
Four workshops, different manuals designed by the team
leaders, low commitment and dropout by team members of "
the other institutions
Step by step towards roadmap; some dropout, "
most members were not teacher educators

27. Four issues: your opinion?
• Go to the padlet via www.ictdesignteams.be > eapril2015

28. How to implement TDTs in Higher Education
A
Delphi
study
Genera2ng
consensus
and
developing
a
framework
of
important
condi2ons
for
the
implementa2on
of
TDTs

37. BramPynoo@gmail.com
Jo.Tondeur@Ugent.be
Griet.Lust@HoWest.be