General information

  • KA220-HED – Cooperation partnerships in higher education
  • Start: 01/11/2023
  • End: 30/04/2026
  • Duration: 30 months

72% of teachers have difficulties in designing the lesson and assessment at digital environment.
More than 80% of teachers cannot find reasonable support on that neither as training material, nor as expert support. Despite significant resources allocated to integrating technology in the classroom, many teachers have struggled with disruptions that devices can bring, had their work negatively impacted or have not used technologies effectively. Several teachers still perceive introducing new technologies as a future teaching barrier due to lack of preparation.

We aim to support recent teachers and future teachers in acquiring contemporary knowledge of pedagogical design theory and in developing skills and competencies to use digital technologies to design adaptive, personalized & contextualized learning in blended and fully online forms of learning and teaching.

We will offer them training opportunities (lasting 2 semesters) on applying digital training instructional design into their practice.

Instructional design of digital learning course:

  • rapidly evolving multidisciplinary field of learning that takes place in a technology-rich environment in a blended and fully online format;
  • provides opportunities to customize the design of their authored courses and developments based on their individual and professional goals and interests;
  • own theoretically informed instructional pedagogical design for e-learning with an emphasis on the relevant use of technology;
  • improve teachers’ analytical skills, critical position towards problems in this theoretical-applied area, develop their abilities to solve complex problems, think critically and independently;

Focal points:

  • The learning process to become more time and source efficient.
  • Teachers better personalise learning to the needs of individual students including those with special needs (learning difficulties, disabilities)
  • To establish a mindset that allows us to continue adapting to new technologies well into the future.
  • Design that generic, inclusive and subject-specific aspects of the technologies merge and are operationalized in a fully inclusive educational practice.
  • The use inclusive instructional design in digital learning can increase the choices of learning pathways available to students, especially those who have physical barriers to access or travel to schools.

European added value:

  • digital transformation through development of digital readiness, resilience and capacity including supporting the digital capabilities;
  • effective communication which helps learners to achieve learning goals;
  • story behind every design – clear content and messages;
  • passing the right message across to your learners;
  • changing the learners’ behavior – from receiver of information to content contributor;
  • inspire learners to act and achieve more than expected;
  • help motivate learners to acquire more knowledge.