Design for Behavioral Change
Summary of the project
This project has been re-designing the master elective course "Design for Behavioral Change" to enable hybrid/blended learning, allowing students to follow the course while doing an internship abroad. The course now includes a combination of face-to-face sessions on campus and online participation for remote students, who engage during designated lecture and presentation times. Remote students attend lectures and presentation moments via telepresence services, and extra coaching sessions using teleconferencing facilities are provided. Both local and remote students present their progress at milestone moments and collaborate on selected projects. The project has also explored using Proctoring for online examinations and recorded lectures, which are assessed by instructors for their value as future learning resources. Three Teaching Assistants (TAs) have been recruited to support the technical organization of the course, including setting up Skype Business/online platforms, recording lectures, and developing online study material.
Aim of the project
The aim of this project has been to foster internationalization and digital education within the ID master program by enabling students to follow the "Design for Behavioral Change" course while abroad. This hybrid/blended-learning model ensures that remote students achieve the same educational goals as those attending on campus, providing a single cohesive educational experience. By experimenting with this format, the project investigates its applicability to other ID master courses. Quality Performance Indicators (KPI) have been established to measure satisfaction and performance, ensuring no statistical difference in satisfaction between local and remote students and maintaining the same educational goals. This project supports the ID policy on internationalization and digital education by offering a flexible learning environment that accommodates students' needs while maintaining high-quality education.
Results and learnings
The suitability of e-learning methods to foster the internationalization of education was studied in an Industrial Design master course at the Eindhoven University of Technology, the Netherlands. The purpose of this experiment was to find out whether e-learning platforms can be implemented department-wide to facilitate students’ access to distance education while attending courses in universities abroad. Study patterns of a limited number of students enrolled in the online part of the master course Design for Behavioral Change were investigated. Results showed that the difference in time regarding the online lectures and the e-learning resources used influenced students’ lack of motivation to complete the course. Despite the results, the quality of education of this online course was considered to be optimal.
One of the major conclusions drawn from this study refer to the importance of having a better adaptation of online education according to the students’ needs studying abroad. In addition, the TPACK model, offering an excellent framework for the design of online education and the introduction of technology in education, should be adapted to tailor-made e-learning courses. This has consequences mainly for the instructional and blended-learning design of the course. Integrating emerging technologies in education needs to be aligned with the re-design of materials and assignments to meet individual needs.
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