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Phase 3
Final assessment
Phase 2
Delivery
Phase 1
Preparation
Dear lecturer,
This ROADMAP to flexible learning will help you on
your route to a new, more flexible educational course or program. The ROADMAP is mostly meant as a guide with educational and didactical suggestions.
There is less focus on technical issues and tools that can be implemented. For more information about these aspects please consult the teaching support website and the different tool and platform manuals provided at the end of this presentation.
The ROADMAP consists of three phases (preparation, delivery, assessment) and in total nine questions.
Each question consists of main considerations, suggestions and additional readings or links.
Working through the three phases and nine questions should prepare you sufficiently for the 2020 – 2021 study year, and hopefully beyond that.
If you wish additional support or individual feedback, please find help and support
<https://www.staff.universiteitleiden.nl/education/help-and-support/ict-and-education/ict-and-education-coordinators>
<https://www.staff.universiteitleiden.nl/ict/help-and-support?cf=service-units&cd=student-and-educational-affairs>
<https://www.universiteitleiden.nl/en/iclon/higher-education/contact>
Regards,
CFI & ICLON team
View & download PDF version here
<https://teachingsupport.universiteitleiden.nl/images/uploads/articles/documents/DESIGNING_FLEXIBLE_EDUCATION_20210125_CFI.pdf>
Daan Romein
Educational Advisor
Team leader professional development (ICLON)
Monique Snijder
Get in touch with us!
Learning Experience Designer
Learning guild (CFI)
Email: teachingsupport@sea.leidenuniv.nl
Website: https://teachingsupport.universiteitleiden.nl/
Bing Tang
Graphic Designer & Multimedia Producer
Media guild (CFI)
1. Interact with the ROADMAP:
2. Browse page-by-page:
a. Use the arrows "<" & ">" to browse the ROADMAP page-by-page.
You can use the build-in buttons to interact with the ROADMAP,
in this way, you can select the topics & suggestions
you are interested in. From the manual below, you can
learn the type of buttons and how to use them:
a. Click title
to enter phase:
b. Text / image is too small?
Click to zoom in!
c. Click link to browse additional content:
b. Use timeline below to jump to a specific page.
d. Click buttons to interact:
1. Preparation
Introduction
PHASE 1
Q1. What should my students know and learn from my course?
Being explicit in what you expect students to be able to do with the skills and knowledge that are discussed, helps students to focus their attention to relevant aspects of the course and lessons.
SUGGESTIONS
RESOURCES
https://leidenuniv.eu.qualtrics.com/jfe/form/SV_a8BMaCQJvaL6SGx
https://teachonline.asu.edu/wp-content/uploads/2016/05/Blooms_digital.jpg
https://wabisabilearning.com/blogs/literacy-numeracy/download-blooms-digital-taxonomy-verbs-poster
https://www.highereducationteachingandlearningguide.nl/index.php/how-can-i-stimulate-students-independent-learning-by-using-constructive-friction/
PHASE 1
Q2. Which course elements can I re-use or adapt for flexible learning?
After mapping out what your students should learn, it’s time to create your flexible learning program. Redesigning or recombining your existing course elements is a very effective way: many elements can be reused and can be supplemented by additional educational resources.
SUGGESTIONS
RESOURCES
https://teachingsupport.universiteitleiden.nl/articles/using-existing-oer
https://cdn-infographic.pressidium.com/wp-content/uploads/How-to-Chunk-Content-for-eLearning-Infographic.jpg
https://teachingsupport.universiteitleiden.nl/chapters/formats-activities
PHASE 1
Q3. How do I efficiently and effectively structure an (online) lecture or tutorial?
Teaching in an online setting calls for (even) more activities and engagement to keep students’ attention and focus. There are a lot of factors that may distract students from focusing their attention in an online classroom.
SUGGESTIONS
RESOURCES
https://teachingsupport.universiteitleiden.nl/images/uploads/articles/documents/lesplan-lesson-plan-template.docx
https://teachonline.asu.edu/wp-content/uploads/2016/05/Blooms_digital.jpg
https://www.highereducationteachingandlearningguide.nl/index.php/how-do-i-keep-students-engaged-in-my-blended-learning-set-up/
https://www.chronicle.com/interactives/advice-online-teaching#2
PHASE 1
Q4. How will I assess my students during the course?
Keeping track of students’ progress is crucial to enable students to reach the learning outcomes of your course.
Formative assessment (assessing to learn or assessment during the course) gives both lecturers and students insight in the development of their comprehension and skills. Giving students feedback on their progress during the course helps them to focus on what’s going well, what needs to be improved and how to work on those aspects.
SUGGESTIONS
RESOURCES
https://video.leidenuniv.nl/media/t/1_clw0gflr
https://video.leidenuniv.nl/media/t/1_ie18g932/155833251
https://www.staff.universiteitleiden.nl/binaries/content/assets/ul2staff/vr/onderwijs-op-afstand/manual-digital-assessment.pdf?protected=true
*Need to sign in with Leiden account.
2. Delivery
Introduction
PHASE 2
Q5. Do I need to change my way of teaching in a flexible setting?
In a flexible setting you can rethink your course and your role in it. During the scarce synchronous moments with your students, taking the role of a moderator or guide might be more appropriate than that of a content expert or presenter. You may need to find a new balance in delivering content and putting students to work together or individually.
SUGGESTIONS
RESOURCES
https://video.leidenuniv.nl/media/1_ifwm3zll
https://video.leidenuniv.nl/media/t/1_hekmj1up/155833251
https://er.educause.edu/blogs/2020/4/student-centered-remote-teaching-lessons-learned-from-online-education
https://www.chronicle.com/interactives/advice-online-teaching#1
https://cdn-infographic.pressidium.com/wp-content/uploads/How-to-Chunk-Content-for-eLearning-Infographic.jpg
* Needs to sign in with Leiden account.
PHASE 2
Q6. How can I create an (online) student community and sense of belonging?
During on campus teaching students have plenty of time to chat to the lecturer, each other and catch up on social activities. In online teaching these moments need to be planned and organized more deliberately.
SUGGESTIONS
SUGGESTIONS
RESOURCES
https://www.centre4innovation.org/stories/how-to-build-an-engaged-online-community/
https://www.highereducationteachingandlearningguide.nl/index.php/how-do-i-create-an-inclusive-classroom/
https://teachingsupport.universiteitleiden.nl/articles/connect-with-your-students
https://video.leidenuniv.nl/media/t/1_xk41fud5/155833251
https://video.leidenuniv.nl/media/1_l82qt02w
https://video.leidenuniv.nl/media/t/1_45yyiwu2/155833251
https://video.leidenuniv.nl/media/t/1_iyaiy28u
http://www.c3l.uni-oldenburg.de/cde/found/fall03/Mod1Readings/Beaudoin.pdf
* Needs to sign in with Leiden account.
PHASE 2
Q7.How do I deliver an engaging (online) lecture or tutorial?
Learning works best when students actively and timely engage with the content. Activities like questions, discussions and polls can be held both online and in class. Planning your lessons with sufficient time to engage with the content stimulates student motivation. Ask yourself: is it necessary that you explain the content or give examples, or can students do this prior to or during the lesson? And if the students have prepared, how will they notice there is an added benefit in doing so?
SUGGESTIONS
RESOURCES
https://www.highereducationteachingandlearningguide.nl/index.php/how-do-i-persuade-my-students-to-prepare-for-class/
https://video.leidenuniv.nl/media/t/1_iflddr6y/155833251
https://video.leidenuniv.nl/media/1_ifwm3zll
https://video.leidenuniv.nl/media/t/1_2t9y6ep4/155833251
https://video.leidenuniv.nl/media/1_3jxxpikh
https://video.leidenuniv.nl/media/1_o332icx8
https://video.leidenuniv.nl/media/t/1_plwklsvf/155833251
https://www.staff.universiteitleiden.nl/vr/video-toolkit?cf=interfaculty-institutes&cd=leiden-university-graduate-school-of-teaching
* Needs to sign in with Leiden account.
PHASE 2
Q8. How do I teach online and offline (Hybrid education) simultaneously?
When students cannot be together in class altogether, lecturers may have to decide to teach some students in class while the others join online. Staying in touch with the online students, making them feel part of the class and enabling cooperation requires lecturers to carefully plan their classes.
SUGGESTIONS
on-campus group. E.g. if you have 60 students you create 15 groups of 4 students. At every session, 1 of
the group members is attending on-campus class, while the others are attending online.
comments within 24 hours. The presenting team then has 24 hours to reply to the questions and comments.
The presenting students can make a relay run video in which every student records part of the presentation
and then invites the next group member to take over the recording.
In this way all students have the same learning experience for receiving content and can the in-class time be
spent on collaboration.
who can randomly be called out during a specific part of the class will help those students to be prepared.
RESOURCES
https://www.researchgate.net/publication/335645265_Learning_and_instruction_in_the_hybrid_virtual_classroom_An_investigation_of_students'_engagement_and_the_effect_of_quizzes
https://www.staff.universiteitleiden.nl/vr/humanities/online-learning-fgw/hybrid-teaching?cf=service-units&cd=administration-and-central-services
3. Final assessment
Introduction
PHASE 3
Q9. How will I assess my students at the end of the course?
For this topic, we would like to refer you to Leiden University’s Manual for Digital assessment. This manual is accessible
when signing in with your Leiden account.
General information about composing valid and reliable assessments can also be found in the guide ‘Tips for Tests’.
RESOURCES
https://video.leidenuniv.nl/media/t/1_jvi3r202/155833251
https://www.staff.universiteitleiden.nl/binaries/content/assets/ul2staff/vr/onderwijs-op-afstand/manual-digital-assessment.pdf?protected=true
https://intranet.universiteitleiden.nl/sites/hum-staff/Documents/documenten/Onderwijs-%20en%20Studentzaken/guide-tips-for-tests-web.pdf
https://www.staff.universiteitleiden.nl/binaries/content/assets/geesteswetenschappen/medewerkers/ecole/which-testing-format-should-you-use-v.2-1.pdf
* Needs to sign in with Leiden account.
Brightspace:
https://universiteitleiden.screenstepslive.com/m/86876
Microsoft Teams:
https://www.staff.universiteitleiden.nl/vr/working-from-home/working-with-teams?cf=service-units&cd=student-and-educational-affairs
Kaltura Live Room:
https://blogs.library.leiden.edu/fb-video/docs/manual-videoportal-university-leiden/14-kaltura-live-room/
Digital Assessment:
https://www.staff.universiteitleiden.nl/binaries/content/assets/ul2staff/vr/onderwijs-op-afstand/manual-digital-assessment.pdf?protected=true
Essential guides that help you with your first & next online class!
Video Toolkit:
https://www.staff.universiteitleiden.nl/vr/video-toolkit?cf=service-units&cd=student-and-educational-affairs
PDF VERSION:
https://teachingsupport.universiteitleiden.nl/images/uploads/articles/DESIGNING-FLEXIBLE-EDUCATION.pdf
Tools Supported by Leiden University:
https://teachingsupport.universiteitleiden.nl/articles/tool-overview