This toolkit focuses on the effective evaluation and enhancement of (blended) educational designs. The toolkit is the result of an extensive literature review, multiple conversations with teachers, advisors and support staff, as well as an analysis of existing surveys.
The toolkit provides guidance for developing, evaluating and adapting both existing and new educational designs. It enables users to go through each phase of the ADDIE model. Each phase includes tools, questionnaires and references that can support direct adjustments to an existing design or the development of a new design. The educational developer can choose to work through the entire toolkit or concentrate on a specific phase or subject.
Want to learn more? Read the article (in Dutch!) by the Lectoraat Teaching, Learning & Technology:
Disclaimer: this toolkit was originally developed in Dutch and then translated into English. As a result, there are many references to Dutch articles and tools. By using the translation button in your browser, you can easily convert these to your desired language!
The framework of the toolkit
In this toolkit, the ADDIE steps have been chosen as the foundation for (re)designing blended learning. These steps are further elaborated with the design labels from Theelen & Van Breukelen (2022).
ADDIE - model
ADDIE-model
In designing learning situations, a number of steps are followed according to the acronym ADDIE: Analyse, Design, Develop, Implement, Evaluate. These five steps build on one another in a continuous cycle, where each iteration gradually enhances the quality of the learning experience.
This toolkit provides practical tips and guidance for each of these steps, with particular emphasis on 'design' and 'evaluate'. Therefore, 'evaluate' is chosen as the initial phase in the redesign process. The ADDIE model can be applied to any educational design context. In this toolkit, the focus is on designing learning situations that incorporate technology to support the learning process: blended learning.
The toolkit can be used in various ways. An educational professional may choose to work through all the steps of the ADDIE model (repeatedly) or to focus on a specifiek phase.
Design labels (Theelen & van Breukelen, 2022)
When designing effective learning situations that incorporate technology, four aspects are essential (Theelen & van Breukelen, 2022). These four aspects (or design labels) are central to the toolkit:
Authentic and Active Learning
Scaffolding
Collaborative Learning
Formative Strategies
Focussing on these elements is important in any design, but it is especially critical in blended learning, where students are given more responsibility (self-regulation) as parts of the learning experience are moved online.
Further on in this toolkit, you will find more information on the meaning and application of these four design labels as outlined above.
EVALUATE
Evaluation of your current educational design
The checklists below provide a straightforward and quick way to assess how specific components of the educational design have been structured and implemented. This evaluation does not measure the achievement of learning outcomes, but rather examines how the educational design could be improved, which can indirectly impact student results. If certain elements in the design are inadequately developed, be sure to include them in the comprehensive analysis in the next phase.
Checklist: Authentic and Active Learning
Checklist: Authentic and Active Learning
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Review the questions below and assess how well these components are already integrated in your design.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
De onderstaande antwoorden moet je zelf nakijken; vergelijk jouw antwoorden met de goede
antwoorden, en geef aan in welke mate jouw antwoorden correct zijn.
What are the learning outcomes and how can they be shaped?
Looking for a deeper analysis of the current course design? If the checklists reveal that certain areas need more attention, or if the goal is to structure educational activities more systematically, then use the questionnaires below to gain a better overview of potential development opportunities. There are questionnaires for both fellow lecturers and students. The results of these questionnaires can be used in the design phase.
Below are two types of questionnaires that a professional can use to gain better insight into the course design and to identify areas where the design can be refined:
Lecturer questionnaire per design label: These can be administered to lecturers involved in a specific learning activity, or to lecturers asked to critically review the course design.
Student questionnaire per design label: These can be administered to students who have taken or are currently taking the learning activity.
The questionnaires are created in Microsoft Forms, making them easy to download and distribute. By default, the questionnaire is set to "anonymous responses," but this can be changed if desired. After the survey, results are immediately available.
If Microsoft Forms is not preferred, the questionnaires are also available in PDF format in the documents folder at the bottom of the toolkit.
If many lecturers or students give a low score on a particular item (1 or 2), return to the checklists and click on [insufficient] for that item. A recommendation will be provided to make improvements to the course design!
When the intended learning outcomes of the learning activity are clear, one can begin to consider the design of the educational activity. This involves assessing what students still need to learn in order to meet the learning outcomes. These "gaps" are then addressed through activities during the course, module, or training.
One way to do this is with the "Blend your Teaching" approach from the Versnellingsplan. This is designed for teachers, support staff, and managers to assist in designing blended education. It provides concrete guidelines and tools for designing and implementing blended learning. Special route planners have been included, such as this one, specifically for teachers.
DEVELOP
The design labels by Theelen & van Breukelen (2022) as a basis for your activities.
How can the educational activity best achieve the desired learning outcomes? Does collaborative learning play a key role, is it important to set up the right form of scaffolding, or is the focus on authentic learning tasks? It’s important to note that multiple labels can be used together. Below is an overview of the design labels, along with further explanations and practical tips for each label.
Design label: Active & Authentic Learning
Active learning and authentic learning can be interconnected. This results in the active and authentic learning continuum, as shown in Figure 1. In this figure, various teaching methods are presented. Each method has its own strengths and limitations. To accurately assess what is appropriate during a specific learning activity, it is important to understand what the terms "active learning" and "authentic learning" specifically entail.
The aim is for the student to participate in the learning process. Students learn independently. It is the teacher's role to encourage students to learn. The student processes the material independently, actively, and in interaction with their environment. However, this does not mean that the teacher should no longer provide any information.
Students need to connect new information with prior knowledge and establish relationships between them. Teachers facilitate this process by offering activating teaching methods. Therefore, students do not just consume information but actively engage with it.
Active learning - Barend explains(dutch)
Authentic Learning
Authentic learning focuses on the real world. It involves addressing complex issues and potential solutions. This is achieved through the use of role-playing, as well as learning activities based on real-world problems or case studies. Authentic learning can take place in school, but also in practice (Lombardi, 2007).
Authentic literally means 'genuine, real, original'. Additionally, students learn best in situations that resemble those outside school, or "in real life". It is therefore important to create a learning environment that is lifelike, authentic, and realistic (Volman, 2004). This makes the learning meaningful, allowing the application of what has been learned to be better integrated and more widely applicable.
Doorloopjes: vermeng kennis & ervaring
PRACTICAL TIPS
Activate prior knowledge
Ensure that students can connect new learning situations with the knowledge and experiences they already possess. When introducing students to new case studies and learning tasks based on the principle of authentic learning, it is important to allow space for discussion. Discuss topics such as: What familiar case studies or situations come to mind? This facilitates the transfer of new knowledge and skills.
Use Activating learning activities and strategies
Use activities and strategies that engage everyone, while avoiding reliance solely on large group work. Consider activities such as quizzes, discussions, reading tasks, simulations, games, video lessons, search activities, and writing assignments. These methods help maintain active participation and promote deeper engagement from all students.
Don't just let students read or watch
When students only read or watch, they retain information less effectively than when they actively engage with the content. Therefore, add something to the reading or viewing experience. For example, have students answer questions while reading or watching. This active involvement helps to reinforce the learning and improve retention.
Students learn outside the classroom
Provide students with hands-on, activating learning tasks that they can complete in their own time. For example, they could conduct simple experiments at home or go on a short "field trip". These activities encourage learning beyond the classroom and allow students to apply their knowledge in real-world settings.
Adress more complex skills
Another way to engage students is by working on problems and tasks that require more complex skills. For instance, challenge students to place problems within a broader context, have them analyse complex information, or ask them to develop concepts on a mind map. This encourages deeper thinking and enhances their ability to handle more advanced tasks.
Design label: Scaffolding
Students learn most effectively when they work together with someone who has more knowledge and skills, such as a teacher. By tackling a problem together, students develop the concepts, tools, and skills necessary to solve similar problems independently in the future.
In this situation, the student is in the zone of proximal development (ZPD). This is the gap between what a student can do independently and what they can achieve with the help of a teacher or more experienced peer. This approach aligns with constructivism, which posits that students should be challenged with tasks that are just beyond their current abilities – challenging, but not discouraging.
The teacher’s role is crucial here: it involves guiding and supporting the learning process, also known as "scaffolding". The goal is for the student, through collaboration with the teacher, to develop new knowledge and skills. Three key factors are essential in this process:
There is space for dialogue between the teacher and student to learn together and engage in co-creation.
There are activities that help the student actively internalise new knowledge.
The learning environment meets the student’s needs, with students gradually taking on more responsibility and support being progressively reduced.
1 Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. New York: Cambridge University Press
Divide your learning activities meaningfully between synchronous (interactions during lessons) and asynchronous (interactions outside lessons) moments.
During synchronous sessions, focus primarily on deepening activities. Initiate discussions or use other teaching methods to explore the content more thoroughly, enhancing understanding and processing of the material.
Allow students to independently acquire information outside of lessons (asynchronously). This includes both course-related information and subject matter content. Ensure that there is a transfer of information to develop a foundational level of knowledge.
Write a Syllabus
Develop (if applicable) a student-centred syllabus. Ensure that the information in this syllabus is detailed, structured, and well-distributed. It should serve as a learning guide for students.
Work from simple to complex
Ensure that learning activities are not too lengthy. It is better to break down the goals into shorter activities where students focus on mastering or improving a specific (sub)skill. Gradually make the learning activities and tasks more complex. Reflecting on the concept of the Zone of Proximal Development and scaffolding, this approach helps to build students' abilities step-by-step, starting with foundational skills and moving towards more advanced tasks. This way, students can progressively develop their competence and confidence as they tackle increasingly challenging tasks.
Ensure that students find the in-person or live sessions meaningful and valuable. During the lessons, avoid sharing information that students already know or could easily learn on their own time.
Also, make sure there are no unnecessary repetitions in the learning activities. These can be handled asynchronously when students need them. For instance, students can watch recorded lessons, complete additional writing tasks, or engage in other types of assignments at their convenience. This approach ensures that synchronous sessions focus on deepening understanding, problem-solving, and active participation, while repetitive or foundational tasks can be handled asynchronously.
Use diverse types of media
Utilise various types of media when conveying new material to students, such as audio, video, text, and images.
When choosing to present information visually, ensure that the images are visually appealing. This means incorporating diversity in colours, arrows, and symbols to make the content more engaging and easier to understand.
Also, take advantage of open educational resources available through platforms like Edusources, as they can provide valuable additional material for your students.
Build your course meaningfully
It is crucial that the course has a clear and structured progression. Ensure that students are aware of the objectives for each lesson, activity, and individual task, as well as the overall course goals. These goals should be communicated transparently from the outset.
Provide clear guidelines for achieving these objectives, and make sure the criteria for successfully completing the course or module are well defined. This helps students understand what is expected of them and how they can meet the required standards to successfully finish the course.
Give students space to process
Students need time to process newly acquired information. It is important that the instructor provides this time and space. Ensure that there is built-in processing time between both synchronous and asynchronous learning activities. This allows students to reflect on what they’ve learned, solidify their understanding, and make connections before moving on to the next task or concept.
Use technology that supports the student
Both during and outside of lessons, technology is increasingly used. It is important that the technology employed supports the learning process. The use of technology should not frustrate the learning experience or hinder progress.
Therefore, choose user-friendly technology and take the time to familiarize students with it. Tools like Mentimeter and FeedbackFruits are great examples, as they are designed to enhance student engagement and feedback. Make sure to provide clear instructions and guidance on how to use these tools effectively, ensuring that technology enhances the learning experience rather than complicating it.
Add flexibility to your course
Students appreciate having some degree of choice, as it enhances learning and motivation. Therefore, ensure that your course offers flexibility. In addition to mandatory components, provide optional learning activities. This allows students to tailor their learning experience based on their interests and needs.
You can also distinguish between basic information and more in-depth content. Offering both options ensures that students can engage with the material at the level that suits them, whether they are looking for foundational understanding or seeking to deepen their knowledge. This flexibility encourages ownership of their learning process and fosters greater engagement.
Design label: collaborative learning
Students naturally seek each other out, leading to collaborations in preparation or execution. Therefore, truly individual learning is almost non-existent. Tables are rarely set apart, but always placed together. Students consult each other and ask for help when they can't solve something on their own. However, this is not necessarily an effective form of learning together. Informal collaboration does not always lead to "collaborative learning."
Collaborative learning is much more than just "you can do it together." It is an instructional strategy that actively engages all students in learning from and with each other. Collaborative learning can be recognised by five key components that are always present:
Want to learn more about Collaborative Learning? Check out the following source:
Ebbens, S. & Ettekoven, S. (2016). Samenwerkend leren: praktijkboek (4th edition). Noordhoff Uitgevers.
It is the responsibility of the instructor to facilitate and support the process of collaborative learning. This is important for several reasons. First, it stimulates active learning and makes the learning process more visible. It also allows instructors to have more freedom to provide support while helping students develop the skill of "independent learning." Additionally, there are societal reasons for focusing on collaborative learning, as society demands individuals who are socially and communicatively skilled.
PRACTICAL TIPS
Provide opportunities
It is important to offer students opportunities to learn together at various moments and in different ways, both during synchronous class activities and outside of scheduled class times (asynchronously).
For asynchronous collaboration, options can include creating online chat rooms or discussion forums, or having students create, read, and assess blogs. Additionally, collaboration can be encouraged via email or social media. These opportunities allow students to engage with each other in diverse ways, fostering a collaborative learning environment both inside and outside the classroom.
Make students experts
Ensure that students see not only the instructor but also each other as the experts. Encourage students to take an active role in supporting the learning process of their peers. Provide opportunities for students to take on this role, such as having them create content for one another, like instructional videos or shared folders with important resources. Other forms of information sharing can also be explored. For instance, consider using the concept of tutoring, where students support and provide feedback to each other. This approach positively impacts learning outcomes, self-esteem, and metacognitive skills. Students work in pairs as tutor and tutee, with one helping the other. For more information on this method, look at Onderwijskennis.
Guide discussions
Good discussions have a clear structure. The instructor ensures order so that students can truly benefit from the conversation. This allows them to explore shared ideas or practice formulating their thoughts and arguments. A discussion also helps students hear different viewpoints, encouraging deeper thinking and decision-making. Ultimately, they learn a lot from each other. The challenge for the instructor is to ensure that all students are actively involved in the discussion.
Practical tips for guiding a group discussion:
Define the goal of the discussion and pose a question that encourages everyone to think.
Have students first discuss in pairs so that even less confident students can participate.
To maintain attention, students should listen to each other, and any new contributions must consider what has already been said.
Give unexpected turns to maintain engagement.
Add, deepen, or challenge:
Add: Provide more examples, facts, or reasons.
Deepen: Offer additional reasons or viewpoints.
Challenge: Introduce a counterargument.
Summarize the discussion and capture the main points.
Set clear collaboration guidelines
When designing collaboration between students, always follow a structured strategy. This promotes predictability, making the process more enjoyable and transparent. Techniques such as the think-pair-share method or check in duo's method can be useful.
Set up a peer evaluation system
Ensure that students can evaluate their collaboration and the active contribution of each member through a specially designed peer evaluation system. This encourages students to be more motivated to actively participate in collaborative learning. Consider using Peerfeedback from FeedbackFruits.
Guide the development of knowledge structures
Instructors play a crucial role in developing clear knowledge structures. This is an essential component of making collaborative learning as effective as possible. The instructor should guide the development of skills such as reasoning, concept mapping, and transfer thinking. Allocate explicit time for this in your course design to ensure students can effectively build and use knowledge structures in their collaborative learning.
Design label: formative strategies
In the process of formative assessment, three central questions guide the approach:
What is the student working towards?
Where does the student currently stand in relation to the learning objectives?
What action is needed to help the student progress?
These questions are not asked just once but repeatedly throughout the learning process, allowing both the teacher and the student to adjust and refine their strategies as needed.
Formative assessment is about gathering information on students' learning progress. As a teacher, it is crucial to collect this information, as it serves as the foundation for decisions made regarding instructional strategies and learning approaches. With this information, both the teacher and the student can make adjustments to optimize the learning process.
Teachers play a significant role in this process. They are responsible for collecting the necessary information in the right way, at the right time, and for the right purpose. There are several ways to gather such data. According to the literature, five strategies can be used by teachers to enhance formative assessment:
Clarifying learning goals and success criteria
Engaging in effective discussions with students and organizing activities that provide insights into their learning progress
Providing feedback to guide further learning
Activating peers as valuable sources of information
Encouraging students to take responsibility for their own learning process
By using these strategies, teachers can better support students, ensuring that their learning journey is responsive and dynamic.
It is crucial to design multiple feedback moments throughout an educational unit. These should include different types of feedback: from the instructor or mentor, from peers (fellow students), and possibly from other relevant stakeholders, such as industry professionals. To make feedback more effective, refer to resources like Vernieuwenderwijs for guidance on best practices in giving constructive feedback.
Integrate formative assessment into the course unit
Formative assessment serves multiple purposes and should be embedded at several key points during the learning process. These moments of assessment are most valuable when varying strategies are used, ensuring they align with the students’ activities and progress in the course. Formative strategies can be applied in various ways, such as through quick quizzes, checklists, open exercises to practice skills, or the use of response cards. The goal is to integrate these assessment strategies in a way that reflects the ongoing learning activities and challenges the students
Encourage self-reflection
It is essential that students learn to monitor their own learning process and make adjustments as necessary. This can be facilitated by building in regular moments for self-reflection within the course unit. Self-reflection means students looking at their own performance and responding to their abilities. They should reflect on what is going well, what can be changed or improved in the future, and whether they need support or guidance.
Self-reflection is a skill that must be developed over time. Teachers can support this process by using specific reflection methodologies. A few examples include:
Korthagen Reflection: A method of structured reflection on one’s actions, typically involving five key questions that guide students to assess specific actions taken during their learning process.
STARR Method (Situation – Task – Action – Result – Reflection): This method encourages students to review the situation, the task they were addressing, the actions they took, the results of those actions, and their reflections on the process.
Monitor student progress
Regularly monitor the individual progress of each student. One way to achieve this is through continuous assessment, as described above. This ongoing monitoring allows the teacher to provide tailored support or assistance based on the student’s needs. It ensures that any gaps in learning can be addressed promptly, keeping students on track to meet their goals.
IMPLEMENT
Getting started with your teaching activities
If you're looking for extra support and practical guidelines for designing and implementing your teaching activities, here are some useful resources where you can gain inspiration:
The Teamtester is a dutch tool designed to help students collaborate more effectively. It tracks and guides team development throughout the collaboration process. The tool can be used at various points during the team’s work, for example, to assess how effective the collaboration is at a particular moment, or to check whether all the necessary conditions are met for achieving effective teamwork.
Much of the teaching process is developed according to the ADDIE model. It is an instructional design model within education and is often used to develop new curricula. The idea is that, by using this model, a well-thought-out educational unit can be created.
Within the model, several phases are followed. One starts with the first phase, gathers input, and gradually transitions into the next phase with all this input. This principle is often referred to as a "waterfall" process.
ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate. These are the successive phases within the model. Below is an explanation of the focus of each phase of educational development:
ANALYSE
It is important to conduct an analysis of the starting situation. Through an analysis, the underlying problem is identified. Specifically, this means analyzing what learning outcomes are desirable. These outcomes clearly describe what students should know and be able to do (knowledge, skills, and attitude) after completing the module. The goal of this phase is to gain a good understanding of what needs to be learned and who the target audience is.
This is also a crucial step when redesigning a learning situation (as it is a cyclical process). It is also about how the goals will be achieved. This is especially important when transitioning to a blended learning environment (see Barend Last; Blended Learning).
For a quick scan, use the checklists. If a deeper analysis is needed (or if the checklist reveals that certain themes require more attention), use the questionnaires (for teachers and students). The results can be used in the design phase.
DESIGN
In the design phase, the results of the analysis are used to develop the learning path: what are the learning goals, and how can these be achieved? This phase focuses on writing goals, creating assessments, and setting up learning activities. Additionally, the sequence in which instructions will be delivered is planned. The teacher focuses primarily on what needs to be learned and creates an outline for this.
DEVELOP
Now that it is clear what needs to be learned, it’s time for the next step. In this phase of instructional design, the activities are created. The focus in this phase is on how the learning will take place. This includes the design of the learning goals and the corresponding learning path that was developed in the previous phase.
Use the design labels in this toolkit for this purpose. How can the educational activity best lead to the desired learning outcomes? Does collaborative learning play a significant role here? Is it important to set up an appropriate form of scaffolding, or is the focus on authentic learning tasks? It’s important that multiple design principles can be integrated simultaneously.
IMPLEMENT
Once everything is in place, the implementation of the instructional design can begin. This happens in the implementation phase.
EVALUATE
After the educational activities have been carried out, it is important to reflect on them. This is partly done through summative assessments to check whether the learning outcomes have been achieved.
However, this is not the focus in this toolkit. The goal of the evaluation phase in this context is to formatively evaluate the design. The aim is to determine how the executed design can be further optimized in the next iteration.
The toolkit supports this phase through the provided checklists. With these checklists, one can quickly and easily evaluate how specific components of the instructional design have been structured and implemented. This does not directly assess whether the learning outcomes have been achieved but focuses on how the instructional design can be improved, which indirectly impacts student results. Are certain components of the design insufficiently developed? If so, address these in the more detailed analysis in the next phase.
Once all phases have been completed, it does not mean that the model is set aside. The ADDIE model is used in an iterative process. This means the cycle can be repeated multiple times. After each execution of the educational unit, an evaluation takes place, which leads to a new analysis, and the instructional design is subsequently adjusted. In this way, the content of the education keeps improving!
ADDIE uitgelegd
Questionnaires in PDF
If you wish to conduct a more in-depth analysis, this can be done by administering questionnaires to students or course instructors. Below are the questionnaires available for download in PDF format, with each questionnaire focused on a specific design principle.
The digital didactics project group of Zuyd University of Applied Sciences has linked the possibilities within the Moodle LMS to the building blocks from Wijze lessen (Wise Lessons)1. For each building block, they have created an overview of the options Moodle offers to facilitate this. The document also contains practical examples.
1 Surma, T., Vanhoyweghen, K., Sluijsmans, D., Camp, G., Muijs, D., & Kirschner, P. A. (2019). Wijze lessen: Twaalf bouwstenen voor effectieve didactiek. Meppel: Ten Brink.
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Auteur
Renée Schrauwen
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2024-11-19 11:39:24
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