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(RE-)DESIGN and DEVELOPMENT JOURNEY

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Curious?
If you’d like to know more, reach out to Tikvah on tikvah@studioblended.com or +31 6 42 47 29 69

This step is about the design and development phase of a learning journey for a course, a stage that follows up on our Design Studio. It is particularly relevant for thoroughly curated on-line courses or degrees, using technology enabled education, such as a MOOC.

Elements of this (re)design journey are equally valid for the (re)design of other university courses, such as blended courses, and also for capacity development trainings.
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OUTPUT

A high quality, end product: a succesful (online) course/training/degree.
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TRANSFORMATION

We follow the Carpe Diem method for course design/development. The Carpe Diem process is a collaborative, team-based, online learning design process, created through research and prototyping from the year 2000, and embedded in well-respected pedagogical research (Salmon & Wright 2014, p.54).

Since our independent senior advisor was trained at the Technical University Delft (TU/D) - we also largely follow their outstanding and contemporary design and development approaches for online courses.

Constructive alignment is essential throughout the roll-out of this phase. It means, starting with the learning objectives, and then going straight into the way we want to evaluate, or make that learning visible (i.e. not jumping to the activities we like to include). Once designed, backward design (Wiggins & McTighe 2011) can help us further to realise whether constructive alignment was achieved.

Our technical approach to curriculum design is based on ‘constructive alignment’. You achieve it with backward design, which has proved to be a robust technique for design. Source image: Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead, UK: Open University Press.
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PROGRAMME WITH YOU AS COORDINATOR

The (re)design and development journey is a long phase, because it involves, dialogue, discussions, provocative statements, deep listening (concentration) and more with many stakeholders. Below we suggest what it looks like.

We like to work with concrete outputs, as they allow all of us to visualise what we mean, and to be dedicated to conclusions through the positive effect of multiple internal deadlines.

We work in a very structural and pragmatic manner - using a strong positive, idealistic and bespoke approach to your content.

The development and initial design, are iterative, as the act of developing also further shapes the design.

Every output in the various phases, requires a sign off by the decision-maker on the content.

The Carpe Diem approach brings all relevant stakeholders together in an intensive, structured workshop. But, since in our approach we already undertook a collaborative Design Studio, there is now more room and space to breath, allowing in a more organic way the design and development of draft outputs remotely, with face-to-face consultation with decision-makers at crucial times. All while bearing in mind your timeline.
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PHASES IN THE PROJECT

Phase A. Design.
- Blueprint - this sets out the essential and aspirational aspects of the course, by design.

It includes elements from your mission & vision, target group, learning objectives, assessment, the look & feel and more.

- Curriculum (a subsequent development following the Design Studio output, see also Technical resilience)
- Bespoke Pedagogy
- Modules, by design

Phase B. Development.
- Storyboard. A storyboard visually represents the process that we will be later building into the learning management system.

This Storyboard shows the narrative structure proposed for the online course, the result of co-creation and partnering with the team to date. It is an accumulation of all the design work done so far.

It is where all the envisioned content, texts, media, notes are bundled in one place. It serves as a guide for the ensuing development of the on-line course.

It reads like a script, containing all the following in one place, and now fully developed:

- Translation of the pedagogy as a consistent thread throughout
- Assessment (generally automated)
- Planning
- On screen texts per element
- Media (i.e. video, podcast)
- Studyload estimation
- Evidence based angle
- Engagement
- Peer interaction (can also be with a virtual peer, AI)
- Flexibility
- Activities
- (bespoke aspects)

Phase C. Video production
Generally, video production represents the highest cost associated with on-line courses. That is why, depending on the budget that you have, we have to find the best workflow to produce educational videos.

Usually we are looking at videos of 2-12 min, meaning they are highly curated.

We work with talented and qualified filmmakers from our freelancer pool, and together with them take you through the entire required workflow:

- Pre-production - the lion’s share of the time is taken up mainly with curating the videos within the overal logic of the Storyboard, establishing their ‘style’ and the background required. It also involves preparation by the team with things such as storyboards/scripts, any supporting slides or animations they need, a rehearsal, and any copyright agreements you need.

- Production - intensive tightly planned days of creating the actual material/content in the Studio or outdoors/on-location together with the filmmaker. Our independent senior advisor is present as content director.

- Post-production - this is done by the filmmaker and involves the editing.

Alternatively, you may want animations.

Phase D. Creating/building.
After this design stage, you will be ready to in effect quite easily incorporate the course design into the technology. We can also supervise a group of student assistants to do this step for you..

Importantly, we work with the main users, from within your institute with whom we can prototype the on-line course and its modules, and improve where needed.
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FACTS AND FIGURES

Startingdate: following a Design Studio

Duration: at least 2 seasons (3-6 months).

For whom: (re)designing a learning journey is a collaborative effort with a course content team - such as professors, lecturing/research staff - and your own project management staff and - if applicable - project officers for the European grant.

Price: usually part of a package price with the Design Studio included. In the event of a MOOC, this price is already included in the budget.

Location: we work hybrid with you as a client, both on location and remotely, as the work demands.
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PARTNERING

We team up with a client, and operate as equal partners throughout the project duration of an advisory assignment.

We take on the double role as project manager and independent senior advisor for the content, pedagogy and curriculum design and development.

Our senior advisors expect to have an equal partner relationship with the client’s main focal point (i.e. a coordinator and the head of research in charge of signing off content), whereby client and advisor work together, combining the advisor’s specialist knowledge with relevant knowledge about the content, the organisation and access to the relevant departments.

Shared responsibility and joint decision making for the sake of ownership, allow the success and relevance of the identified outcomes and outputs.
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MEET THE INDEPENDENT SENIOR ADVISOR

Tikvah Breimer (MSc MAEd MSc) is an independent senior advisor, teacher trainer, and director of STUDIOBLENDED.
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PRICE

Our Studio gives you the desired result and impact, with a package price for your bespoke assignment. Let us have a call to hear more about what you want and need.
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CONTACT

Feel free to email or call our director directly.
Tikvah Breimer (MSc MAEd MSc) tikvah@studioblended.com
+31 6 42 47 29 69
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KEY PROJECTS

Have a look at our client portfolio to learn more. The workshop ‘big ideas’ is also part of our Design Studio, find out more here or go to our events page.