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OUR DESIGN ANGLES
FOR COURSE / DEGREE DESIGN

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<sup>“How can I integrate a resilient approach to teaching in these times?

A surprising answer was provided by StudioBlended. Tikvah coached me in making my educational approach and impact last longer.

I realized that acquiring knowledge is a process that obeys the rules of resilience very strongly.”</sup>

Dr. Alexander Jachnow, Urban Researcher and Strategist
Institute for Housing and Urban Development Studies (IHS), Erasmus University, Rotterdam

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

Image: “Architectural Sketch by Cazú Zegers © Cazú Zegers – all rights reserved.”

There is an ever-increasing stream of publications in Education. ‘Indeed, one of the main problems in contemporary education, is that there are too many models and approaches on offer, and that so many of them come with the promise that they will be able to “fix” education once and for all’ (Biesta 2022, p.1). So many solutions. The question is whether truly something new is even presented (after Biesta 2022).

What is it that you are looking for? Allow us to introduce you to a finite set of (curriculum) design angles. We don’t want to tell you what to do here or what an arrival point is. With Biesta (2022, vii) we rather hope that we may slightly alter your outlook, slightly redirect your attention, and that you may see new things, or see familiar things in a new light.

These pages give you the the background against which the discussions around the design angles can be understood. 

The pages also point to our cutting edge advisory and training work, so that you can see where we are coming from and why.

These are explicitly not blogposts. We prefer to not add to the stream of content creation, but instead offer you cutting edge pages, that are up to date with our ongoing research, piloting, practice and clientwork.

Instead of offering you here an illusion of ‘science as absolute truth’, we offer you incremental insights (after Bulterman 2024, p. 14) on each of the design angles. Also, instead of science that replaces practical knowledge, we believe that knowledge and craftmanship go hand in hand (see our manifesto). The pages are therefore not a blog dated on a certain date, rather, we constantly update them as new insights follow from our research and practice.

Let us spark your curiosity. A good way to get a sense of our Studio’s expertise, philosophy and methodology is by browsing this page and following your curiosity. 

In our bespoke advice we use multiple design angles in order to respond in the best possible way to the unique needs of your course, training or degree.

Let us know if you’d like to set up a call, and exchange more about any of these design angles in the light of your course or degree. You can contact us directly via: tikvah@studioblended.com

TECHNICAL RESILIENCE / FIT FOR PURPOSE FRAMEWORK

We go beyond merely constructive alignment using our fit for purpose open building framework, and 10-year horizon philosophy and methodology.

BIG IDEAS

Unleash the power of big ideas for your curriculum. They are how we design time robust curricula for up to a decade.

PARADIGM SHIFTS / DECADE STRONG

Our technical approach is deeply grounded in the content of your course or degree. Read on to find out how we ensure a decade proof curriculum.

SIMPLICITY and DECLUTTERING (SOCIAL EMOTIONAL DIMENSION OF DE-IMPLEMENTING)

Are you curious to find out how you can de-implement elements of the curriculum, to make space for the new?

HUMAN RESILIENCE

Discover our philosophy and methodology with regard to your own wellbeing, as course/training coordinator, and that of your teaching team.

MODULAR

Our approach has a modular design based on a decade of experience.

INNOVATIVE AND DEEP PEDAGOGY

The world is our oyster to explore.

ASSESMENT / EVALUATION

In its origin, assesment is evaluation. It’s essential for constructive alignment. Why is it so pivotal to identify assessment early on?

TIME DIMENSION (the SCHEDULE/STUDYLOAD)

How long should a course or degree last? Or to put it differently: what should the schedule look like? How do we know if your content fits? In other words: how to avoid overload in the curriculum, using time boundaries for you?

EVIDENCE-BASED DESIGN

A question often asked is: why do i design like this? What works? Typically this is a question coming from the field of ‘evidence-based design’ such as cognitive psychology and neuroscience. Let’s explore it more, and challenge it with a broader perspective on Education.

FINANCIAL HEALTH AND RESILIENCE BY (RE-)DESIGN

An introduction to our robust pragmatic-idealist take on course and training design. We love finance and believe it is the foundation of design.

MULTI- INTER- AND TRANSDISCIPLINARY

Designing for multi- inter- or trans- disciplinary education.

FLEXIBILISATION, PERSONALISATION and DIFFERENTIATION

We are strong on modular design, differentiation, and inclusivity.

BLENDED

Good education - by design. Face to face and a/synchronous.

References

Biesta, Gert 2022. World-Centered Education; A view for the present. Routledge, New York and London.

Bulterman, Jacquelien 2024. Het lerarentekort; pleidooi voor vakmanschap. Amsterdam University Press, Amsterdam, 2nd edition [Dutch].