BLENDED
—“In the future we will not speak of ‘blended’ education anymore, we will only talk of good education – and it will naturally involve a thoughtful integration of ‘face to face’ and online learning and teaching.”
From an interview (2021) by Tikvah Breimer with Wiebe Dijkstra, Coordinator Blended Learning Developers at TU/Delft. Collaborated on two Erasmus+ Programmes on Blended Higher Education (EMBED (2017-2020) and DigitelPro (2022).
“I always felt ‘blended’ was like something superimposed on us with quite some pressure. But the [StudioBlended] workshop made me realise, that I was confusing ‘hybrid’ and ‘blended’, and i became aware of just how biased I had entered the workshop and I had many eye openers.”
One of the senior teachers participating in our workshop ‘Blended: reenvisioning face to face time’. See under ‘Client portfolio’
Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. tikvah@studioblended.com +31 6 42 47 29 69
‘Blended’ is characterised by the thoughtful integration of physical/analogue with remote/online teaching and learning. As a Studio we transition away from a traditional conceptualisation of the ‘face to face’ time involved, and reimagine ‘face to face’ as premium time for learning and teaching, supported and enriched by the presence of online platforms.
‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way.
There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.
Rather than a dichotomy, either face to face or remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.
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Image [click to expand]: blended learning wave model by Breimer (after TU-Delft, Wiebe Dijkstra) as used in our resilience teacher training (2021) to design for a face-to-face moment in a course. The horizontal lines point to time, the organic line is the learning journey of the student going through asynchronous, synchronous and face to face moments. Here a drawing of a face-to-face moment in education by Tannya Pico, PhD candidate at Erasmus University doing research into Nature Based Solutions (NBS).
Envisioning excercise in ‘live time optimisation’ during our resilience course. One of the participating teachers made this drawing for her course design, using a playful sketch of a blended learning wave.
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Image [click to expand]: model based on TU Delft / WP Dijkstra adapted by Breimer.
Example of a possible subsequent ‘blended’ and transdisciplinary learning journey: a thoughtful integration of asychronous and synchronous.
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Prefer to read? Looking for resources? Transcript
Listen on: Acast Spotify Apple
Release Dec 21 ‘22
Where to begin, to design with a blended approach?
This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity.
Related media mentions
The paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021.
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Breimer, Tikvah, Browne, Nigel & Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe.
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Human resilience
Modular
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Innovative and deep pedagogy
Multi- Inter- and transdisciplinary
Blended
Bichronous
MOOC
Designed to be green (and technological simplicity)
Nature and aspirations
Flexibilisation and personalisation
Simplicity and decluttering
Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2022). How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 1-23
Enora Bennetot Pruvot and Veronika Kupriyanova 2022 Universities, the energy crisis and the cost-cutting trap
Surf Future Campus trend report: A look at the Future of the Campus in 2040.
Surf 2023. The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.
Zhao, Nan, Zhang, Xian, Noah, J. Adam, Tiede, Mark & Joy Hirsch 2023 ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: 1-17.
We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form.
‘Blended’ is often controversial but as a Studio we don’t shy away from it. We dare to lead the way.
There is no one blended format that fits all. Each design is unique. Perhaps in one context, the cost and time of travelling as well as the climate impact, lead a course/training coordinator to design mostly remote components. This offers the attractiveness of flexibility and the possibility of decentralisation. Perhaps in another context, so-called ‘traditional’ face to face time is considered as the only viable and accepted option locally, and the structure it provides for a cohort of learners is fiercely protected with only a small remote component.
Rather than a dichotomy, either face to face or remote education, the two become intertwined in a meaningful way in order to amplify the learning curve.
Our Design Studio

Image [click to expand]: blended learning wave model by Breimer (after TU-Delft, Wiebe Dijkstra) as used in our resilience teacher training (2021) to design for a face-to-face moment in a course. The horizontal lines point to time, the organic line is the learning journey of the student going through asynchronous, synchronous and face to face moments. Here a drawing of a face-to-face moment in education by Tannya Pico, PhD candidate at Erasmus University doing research into Nature Based Solutions (NBS).
Envisioning excercise in ‘live time optimisation’ during our resilience course. One of the participating teachers made this drawing for her course design, using a playful sketch of a blended learning wave.

Image [click to expand]: model based on TU Delft / WP Dijkstra adapted by Breimer.
Example of a possible subsequent ‘blended’ and transdisciplinary learning journey: a thoughtful integration of asychronous and synchronous.
Our Audio Podcast

Prefer to read? Looking for resources? Transcript
Listen on: Acast Spotify Apple
Release Dec 21 ‘22
Where to begin, to design with a blended approach?
This Audio Podcast special edition episode is all about the premium time that face to face has become in education, and how you can use it, to design with qualitative guidelines of flexibility and accessibility, and pedagogy unique for your content. You need a bespoke approach. Allow this episode to bring you simplicity.
Related media mentions
The paper below featured in a qualitative Dutch newspaper, NRC Handelsblad, under ‘NRC Future Affairs’ on June 19, 2021.
Breimer, Tikvah, Browne, Nigel & Bart Slob 2021 ‘Envisioning blended higher education in post-lockdown Europe: Reflections on experience, needs and risks through a pedagogical lens.’ Conference on the Future of Europe.

More design angles we use
Technical resilienceHuman resilience
Modular
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Innovative and deep pedagogy
Multi- Inter- and transdisciplinary
Blended
Bichronous
MOOC
Designed to be green (and technological simplicity)
Nature and aspirations
Flexibilisation and personalisation
Simplicity and decluttering
References
Den Heijer, A.C. 2021. Campus of the future: Managing a matter of solid, liquid and gas. Technical University Delft (TU/D) Research.Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2022). How face-to-face activities impact the success of Blended Learning Publication: A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 1-23
Enora Bennetot Pruvot and Veronika Kupriyanova 2022 Universities, the energy crisis and the cost-cutting trap
Surf Future Campus trend report: A look at the Future of the Campus in 2040.
Surf 2023. The Science Behind Blended Learning. Encouraging a more evidence based approach in higher education.
Zhao, Nan, Zhang, Xian, Noah, J. Adam, Tiede, Mark & Joy Hirsch 2023 ‘Separable processes for live “in-person” and live “zoom-like” faces’. Imaging Neuroscience 1: 1-17.
We are here especially for you as unique professional, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form.
StudioBlended Foundation 2025
Prefer to have direct contact?
Feel free:
Tikvah Breimer (MSc MAEd MSc)
Independent senior advisor, teacher trainer, lead
tikvah@studioblended.com
+31 6 42 47 29 69
Non Profit Foundation
Registration Chamber of Commerce
KvK-number 86242598 (Dutch)
VAT identification number
NL 86 39 07 29 5 B01
Bankaccount
NL40 INGB 0709 6156 04
SWIFT/BIC: INGBNL2A
StudioBlended Foundation
Prefer to have direct contact?
Feel free:
Tikvah Breimer (MSc MAEd MSc)
Independent senior advisor, teacher trainer, lead
tikvah@studioblended.com
+31 6 42 47 29 69
Non Profit Foundation
Registration Chamber of Commerce
KvK-number 86242598 (Dutch)
VAT identification number
NL 86 39 07 29 5 B01
Bankaccount
NL40 INGB 0709 6156 04
SWIFT/BIC: INGBNL2A
StudioBlended Foundation
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We are here especially for you as unique course/training coordinator, to come alongside you and partner with you, as you work on a (architecture / urban / development / policy / land / water / climate) curriculum, so that you can offer effective and resilient education in its simplest form.