EN Blended mobility: aan de slag

BLENDED mobility: getting started

SET-UP

Learning Outcomes

ORIENTATION

Implementation

Didactic Approach

Concept

Role of the Lecturer/Supervisor

An Online and On-Campus Blend

For Whom?

Facilitating Collaboration

Online Component

Study Load

Digital Didactics and Inclusive Learning Environment

On-Campus Component

Framework of Agreements

Reflection and Feedback

Assessment

Learning Outcomes

As with any other course unit, constructive alignment is a vital element to consider. Define what students should know, be able to do, and be by the end of the course unit (final competencies/learning outcomes). Select teaching and learning activities, along with assessment methods, that align with those specific goals.

Moreover, a BIP is an excellent opportunity to foster generic and discipline-specific competencies, such as collaboration, reflection, and communication. International and intercultural competencies merit explicit emphasis. This way, students grow in their mastery of the content and evolve into world citizens.

On-Campus Component

The on-campus component focuses on intensive collaboration, application and coaching. Ideally, students work on specific assignments for real-life stakeholders (e.g., organisations, companies, cities). In doing so, they are introduced to the relevance and urgency of learning. The on-campus meetings are highly appropriate for experience-based learning. Think of study visits, simulations, testing prototypes, and the like. In addition, the on-campus component provides an opportunity to strengthen students’ and lecturers’ international networks. Thanks to the collaboration and opportunities in a new environment, students often find the on-campus phase to be the climax of the entire learning experience. The on-campus component should take up between five (at least) and 30 days (at most). Most BIPs to date have had an on-campus component of five to seven days.

For Whom?

An essential step in the collaboration project is to clearly define the target audience for the BIP. Will you be catering to Bachelor’s or Master’s students? Will the group consist of students from one specific study programme or rather a mix of various disciplines? How many students will participate? From a didactic point of view, and taking into account learning opportunities, coaching, and organisational aspects, the maximum number of participants in a BIP is set at 60 students. Be sure to consider the students’ starting competencies: what prior knowledge is required to participate? What language requirements, English in particular, are there? What teaching and assessment methods are familiar to them, and what type of support will they need to familiarise themselves with new methods?

Study Load

What will be the BIP’s study load? The Erasmus+ Programme sets 3 ECTS as the minimum requirement for a BIP. This equals 75-90 hours of required teaching, study and assessment activities.

Concept

Usually, a BIP starts with a specific idea, e.g., a jointly taught, compact, interdisciplinary course targeting a particular student audience.

For example: A professor of Art History at University A wants to organise a joint seminar on medieval murals with a professor of Restoration Techniques at University B. Students examine the artistic style, historical context, and restoration techniques of these murals. To enrich the seminar and meet the BIP requirements, a third partner is involved: a professor of Materials Science at University C, who offers expertise in the chemical composition of pigments, ageing processes, and sustainable conservation techniques. The result is an interdisciplinary programme in which students learn from artistic, technical and scientific perspectives. This is a clear added value of the BIP format.

Assessment

Assessment and feedback are indispensable elements in a BIP. They regulate and visualise learning. Formative assessment (no marks awarded), like check-ins, (self)tests or peer assessment, gives students an interim understanding of their learning progress. For lecturers, it reveals whether additional coaching is necessary and where. Pairing each assessment moment with clear feedback creates a continuous learning process and allows students to gradually improve their work.Summative assessment (marks awarded) is needed to determine whether or not students have achieved the learning outcomes. A popular choice is a combination of a group product (showing, for example, the joint result of the ‘challenge’), peer assessment, and an individual reflection through which each student accounts for what they have learnt. This visualises the collaboration and the student’s particular contribution.

Using rubrics helps students understand how they will be assessed so that they can work towards that goal. Add rubrics to feedback to make it specific and transparent. They also help lecturers maintain consistency in the assessment. Good to know: the lecturer-in-charge at the co-ordinating institution always carries final responsibility for the students’ marks.

Reflection and Feedback

Reflection and feedback are crucial to the student’s learning process and to monitoring the quality of the BIP. Regular feedback moments, whether from lecturers or peers, will help them share experiences and improve collaboration. Reflection will help students understand their learning process and link their experiences to the theory and future situations. Brief individual reflection assignments and moments of joint team reflections strengthen the group dynamic as well as the individual student’s generic competencies. Lecturers should monitor signals such as low participation, delays, or frictions within teams. Timely interventions, such as reallocating assignments or conducting mediation sessions, will ensure that the programme continues to cater to the group's needs. We advise against dissolving existing groups.

Reflection

feedback

Facilitating Collaboration

A safe and inclusive learning environment is fundamental to successful collaboration. Students need to feel free to share their ideas, ask questions and make mistakes without the fear of judgment. You can do so by fostering open communication, emphasising mutual respect, and explicitly appreciating the diversity of perspectives. A successful collaboration does not happen on its own, especially in international and multidisciplinary teams. Make time for icebreakers and participative activities, whether online or on campus. These activities will help students get to know each other better, build trust, and encourage open discussion of cultural differences. During the further implementation of the BIP, collaboration calls for active monitoring of the group dynamic. Lecturers can support this through regular brief check-ins with the teams, monitoring disparate contributions, and coaching students to make clear working arrangements. This approach allows for early detection of friction and gives students the chance to engage and learn from each other actively.

Online Component

The online component typically involves both asynchronous and synchronous learning activities. Students can undertake asynchronous learning activities at their convenience. These might include reading texts, watching recorded lectures and knowledge clips, participating in discussion forums, completing assignments and group projects, and taking tests. In contrast, synchronous activities are scheduled at specific times and include ‘live’ classes, discussions, and breakout sessions. Make deliberate choices based on which content requires self-regulated, asynchronous activities rather than synchronous activities that require interaction and real-time feedback. Consider how you will merge the two types of activities. One option is to use the flipped classroom model: concepts are introduced in asynchronous learning materials, followed by synchronous sessions for a deeper understanding and application. Asynchronous discussion forums can be used to reflect on and provide feedback regarding the synchronous teaching activities. There are no rules to govern the duration of the online component. On average, however, previous BIPs had a six- to nine-week online component.

Role of the Lecturer/Supervisor

The lecturer-in-charge has multiple roles in a BIP. As the project manager, they offer structure, plan the project, align activities and deadlines, determine learning objectives and expectations and co-ordinate the other lecturers involved. Clear communication on expectations and deadlines is essential. In addition, the lecturer serves as a visible supervisor, actively present and accessible to students, online and on campus. Last but not least, the lecturer also acts as a facilitator or coach, monitoring progress, providing timely feedback, stimulating collaboration, and creating a safe learning environment. During the on-campus component, additional supervision is advisable. Additional supervisors can support teams with their assignments, workshops, and work visits. They can also provide targeted feedback and monitor the group dynamic. This is highly valuable in an international classroom with students from diverse cultures, mother tongues, and prior knowledge. Encourage the lecturers from the partner institutions to participate in the on-campus component of the BIP and make contact with students from the start. Talking to the students will give the lecturers a better understanding of the group’s interests and backgrounds. This, in turn, will help them finetune their course content. Their presence, moreover, will stimulate the collaboration with fellow lecturers and the discovery of common interests.

Framework of Agreements

BIPs are a group project. Clear agreements with the external or international partners and with the colleagues at your faculty are essential for the BIP to succeed. Take the time to get to know each other and fine-tune the collaboration: discuss rules, expectations, assessment criteria and practical arrangements. This is especially important for a programme that welcomes participants from various universities and cultures. Clearly define expectations for each lecturer, supervisor, or speaker at each stage of the BIP. Also, plan an introductory session. Establish which regulations to follow, who teaches when, who will conduct the assessments, and which assessment procedure to follow (incl. grade conversion). Take into account implicit expectations (‘hidden curriculum’) and discuss these candidly with your partners.

Digital Didactics and Inclusive Learning Environment

It is essential to determine in advance which digital tools will be used for the preparation, collaboration and knowledge exchange. This includes, among other things, video conferencing tools, online learning environments and interactive platforms. All the lecturers and students involved need access to and the ability to work with these tools, along with the necessary hardware, software, and a stable internet connection.

Students registered at the host institution will have access to the host institution's digital environments. A BIP co-ordinated by Ghent University can rely on Ufora for asynchronous activities. Other alternatives are Microsoft SharePoint and OneDrive. Microsoft Teams is the preferred tool for synchronous activities, like live online classes. To boost online interaction, you can use Wooclap. It offers an arsenal of polls, quizzes, word clouds, whiteboards, and pinboards, all of which contribute to a dynamic learning environment. You can provide your learning materials in various forms: text, video, and interactive assignments. Students will choose the form that best suits their learning style. Communicate clearly which tools and information channels will be used during the BIP, e.g. announcements via e-mail or on Ufora. Focus on privacy and data protection during the BIP, especially of you are sharing student data with staff at other institutions.

An Online and On-Campus Blend

The next step in planning the BIP is to carefully think through how you will divide the learning content between online and on-campus classes (a blend). Also consider the chronology: an on-campus class can feature at the start, in the middle or at the end of the course. Each option comes with pros and cons. While the virtual phase usually allows for greater flexibility, the physical phase calls for closer harmonisation of class schedules, exam periods, and class-free periods.

1. On-Campus Component at the Start+ A strong group dynamic from the start + It is easier for students to understand the context, which, in turn, facilitates group work - It becomes more challenging to keep them involved in the ensuing online phase This is a valuable approach when a strong group and active student involvement from the start are essential. The ensuing virtual phase can then serve as follow-up, immersion and reflection.

3. On-Campus Component at the End + This approach allows for an optimal preparation of the on-campus component (for instance, scheduling activities relevant to the group work, inviting the right stakeholders). + The course evolves towards a highly anticipated on-campus component, which will boost student involvement during the first weeks online. - Group work during the online phase is more challenging, and collaboration tends to be less effective for much of the course. This approach is appropriate if you want the on-campus component to be the climax of the learning track, e.g., for presentations, assessments or intensive collaboration.

2. On-Campus Component Halfway Through Although less common, this method can act as a bridge between theory and practice. Students begin with online preparatory lectures and theoretical discussions, then move on to a hands-on component involving close collaboration on a learning project. The subsequent online phase enhances further engagement, reflection, and closure.

B begin, in het midden of aan het einde van de cursus voorkomen. Elke keuze heeft voor- en nadelen. Bij het plannen van de virtuele fase is er algemeen meer flexibiliteit mogelijk, de fysieke fase vraagt om nauwere afstemming met lesroosters, examenperiodes en lesvrije momenten.

Didactic Approach

A BIP can comprise various didactic approaches. One of them is challenge-based learning, in which international and multidisciplinary student groups collaborate on topical, complex social issues. These challenges can be situated in a local context and are often linked to the Sustainable Development Goals. Actively involving students in a search for solutions stimulates ownership, creativity, and the ability to incorporate various perspectives into their thinking and actions. Content-related expertise aside, students develop generic competencies such as working together in an intercultural context, critical thought and problem-solving skills.Depending on the course unit's learning objectives and context, other teaching methods can also be used. Think, for instance, of project-based or inquiry-based learning, simulations or cocreation with external partners. The approach depends on the desired learning outcomes, available expertise and the level of co-operation between the partner institutions.