Step 3

Check for restrictions: what are the defining parameters and possible limitations of your multilogue learning experience?

Step 3

Check for restrictions: what are the defining parameters and possible limitations of your multilogue learning experience?

Step 3

Check for restrictions: what are the defining parameters and possible limitations of your multilogue learning experience?

When integrating elements of a multilogue in your higher education course, it is essential to be aware of a number of course parameters and potential restrictions. The following checklist is meant to help you create transparency regarding key course parameters in order to allow for informed decisions when planning your course:

What are the planned course objectives and learning outcomes?

What are the specific learning objectives or outcomes you want to achieve with your course?
Compare with the objectives and skills compiled in step 2 to make sure they fit the multilogue format.

What are the planned course objectives and learning outcomes?

What are the specific learning objectives or outcomes you want to achieve with your course?
Compare with the objectives and skills compiled in step 2 to make sure they fit the multilogue format.

What are the planned course objectives and learning outcomes?

What are the specific learning objectives or outcomes you want to achieve with your course?
Compare with the objectives and skills compiled in step 2 to make sure they fit the multilogue format.

What is the desired or possible runtime of the learning experience?

Determine the overall duration of the course, whether it’s a one-day workshop, a semester-long course, or some other time frame.
If you plan to include all multilogue building blocks into your course, you should probably be planning with a minimum duration of 4–6 weeks to allow enough time to identify and invite external participants.

What is the desired or possible runtime of the learning experience?

Determine the overall duration of the course, whether it’s a one-day workshop, a semester-long course, or some other time frame.
If you plan to include all multilogue building blocks into your course, you should probably be planning with a minimum duration of 4–6 weeks to allow enough time to identify and invite external participants.

What is the desired or possible runtime of the learning experience?

Determine the overall duration of the course, whether it’s a one-day workshop, a semester-long course, or some other time frame.
If you plan to include all multilogue building blocks into your course, you should probably be planning with a minimum duration of 4–6 weeks to allow enough time to identify and invite external participants.

What is the required workload for students?

Define the expected workload for students, including project work, preparatory readings, and other assignments.
Consider the balance between individual and group work to manage student workload effectively.

What is the required workload for students?

Define the expected workload for students, including project work, preparatory readings, and other assignments.
Consider the balance between individual and group work to manage student workload effectively.

What is the required workload for students?

Define the expected workload for students, including project work, preparatory readings, and other assignments.
Consider the balance between individual and group work to manage student workload effectively.

What is the size of the group?

What is the overall number of students to participate in your course?
Using multilogue formats with larger groups (more than 40 students) will be more challenging and require more resources.

What is the size of the group?

What is the overall number of students to participate in your course?
Using multilogue formats with larger groups (more than 40 students) will be more challenging and require more resources.

What is the size of the group?

What is the overall number of students to participate in your course?
Using multilogue formats with larger groups (more than 40 students) will be more challenging and require more resources.

What are the characteristics of the learners and the audience?

Understand the characteristics, needs, and prior knowledge of the target audience (students or other participants) to tailor the course appropriately.
Be aware of cultural diversity and design the course content and activities to be inclusive and culturally sensitive.
What are the proportions of remote and on-site participants?

What are the characteristics of the learners and the audience?

Understand the characteristics, needs, and prior knowledge of the target audience (students or other participants) to tailor the course appropriately.
Be aware of cultural diversity and design the course content and activities to be inclusive and culturally sensitive.
What are the proportions of remote and on-site participants?

What are the characteristics of the learners and the audience?

Understand the characteristics, needs, and prior knowledge of the target audience (students or other participants) to tailor the course appropriately.
Be aware of cultural diversity and design the course content and activities to be inclusive and culturally sensitive.
What are the proportions of remote and on-site participants?

Which degree of digital enhancement is desired or possible?

Define the degree of digital enhancement, taking into consideration the use of online platforms, collaboration tools, and digital resources.
Ensure that the level of digital enhancement matches your personal comfort and skill level. Also, check whether your institution and the participants are equipped with the necessary IT infrastructure.
Determine how blended (or hybrid) the learning format is supposed to be by balancing in-person and online components.

Which degree of digital enhancement is desired or possible?

Define the degree of digital enhancement, taking into consideration the use of online platforms, collaboration tools, and digital resources.
Ensure that the level of digital enhancement matches your personal comfort and skill level. Also, check whether your institution and the participants are equipped with the necessary IT infrastructure.
Determine how blended (or hybrid) the learning format is supposed to be by balancing in-person and online components.

Which degree of digital enhancement is desired or possible?

Define the degree of digital enhancement, taking into consideration the use of online platforms, collaboration tools, and digital resources.
Ensure that the level of digital enhancement matches your personal comfort and skill level. Also, check whether your institution and the participants are equipped with the necessary IT infrastructure.
Determine how blended (or hybrid) the learning format is supposed to be by balancing in-person and online components.

To which degree do you want to integrate the multilogue and be open to external participants?

Multilogues in higher education are a teaching-learning format allowing for varying degrees of integration. Design options range from multilogues as small add-ons to more conventional lectures up to fully integrated solutions, as illustrated below.

Integrating a multilogue with relevant stakeholders outside of higher education into a lecture or seminar on a low level is an easy way to add value to the learning setting. This design expands the experience of all participants, much like an excursion would.
In a medium degree of integration, the “core” multilogue element may be supplemented by both a preparation and a follow-up component.
A fully integrated multilogue design allows non-higher education stakeholders to participate and be involved over a longer period. During the preparatory and follow-up phases of one or even multiple multilogues, there is extensive opportunity for collaboration between students, educators, interested parties, and other stakeholders—both inside and outside of higher education.
Related to this is the level of openness to external participants, such as citizens, NGOs, politicians, industry experts, guest speakers, or professionals who can contribute to the multilogue experience.
A high degree of openness promises more insights and perspectives but also comes with technical and logistical challenges (such as participants living in different time zones).

To which degree do you want to integrate the multilogue and be open to external participants?

Multilogues in higher education are a teaching-learning format allowing for varying degrees of integration. Design options range from multilogues as small add-ons to more conventional lectures up to fully integrated solutions, as illustrated below.

Integrating a multilogue with relevant stakeholders outside of higher education into a lecture or seminar on a low level is an easy way to add value to the learning setting. This design expands the experience of all participants, much like an excursion would.
In a medium degree of integration, the “core” multilogue element may be supplemented by both a preparation and a follow-up component.
A fully integrated multilogue design allows non-higher education stakeholders to participate and be involved over a longer period. During the preparatory and follow-up phases of one or even multiple multilogues, there is extensive opportunity for collaboration between students, educators, interested parties, and other stakeholders—both inside and outside of higher education.
Related to this is the level of openness to external participants, such as citizens, NGOs, politicians, industry experts, guest speakers, or professionals who can contribute to the multilogue experience.
A high degree of openness promises more insights and perspectives but also comes with technical and logistical challenges (such as participants living in different time zones).

To which degree do you want to integrate the multilogue and be open to external participants?

Multilogues in higher education are a teaching-learning format allowing for varying degrees of integration. Design options range from multilogues as small add-ons to more conventional lectures up to fully integrated solutions, as illustrated below.

Integrating a multilogue with relevant stakeholders outside of higher education into a lecture or seminar on a low level is an easy way to add value to the learning setting. This design expands the experience of all participants, much like an excursion would.
In a medium degree of integration, the “core” multilogue element may be supplemented by both a preparation and a follow-up component.
A fully integrated multilogue design allows non-higher education stakeholders to participate and be involved over a longer period. During the preparatory and follow-up phases of one or even multiple multilogues, there is extensive opportunity for collaboration between students, educators, interested parties, and other stakeholders—both inside and outside of higher education.
Related to this is the level of openness to external participants, such as citizens, NGOs, politicians, industry experts, guest speakers, or professionals who can contribute to the multilogue experience.
A high degree of openness promises more insights and perspectives but also comes with technical and logistical challenges (such as participants living in different time zones).

What are the examination or evaluation requirements for participants?

What are the examination, assessment, and evaluation requirements and criteria for both individual and group project work, and how can they be aligned with the open nature of the multilogue?
Do students need a grade or just a pass/no-pass for the course?

What are the examination or evaluation requirements for participants?

What are the examination, assessment, and evaluation requirements and criteria for both individual and group project work, and how can they be aligned with the open nature of the multilogue?
Do students need a grade or just a pass/no-pass for the course?

What are the examination or evaluation requirements for participants?

What are the examination, assessment, and evaluation requirements and criteria for both individual and group project work, and how can they be aligned with the open nature of the multilogue?
Do students need a grade or just a pass/no-pass for the course?

How many teachers and staff are available?

Will you be the only educator, or will there be further staff available (e.g. for the facilitation of workshops)?
Will you have assistance in technical and logistical matters?

How many teachers and staff are available?

Will you be the only educator, or will there be further staff available (e.g. for the facilitation of workshops)?
Will you have assistance in technical and logistical matters?

How many teachers and staff are available?

Will you be the only educator, or will there be further staff available (e.g. for the facilitation of workshops)?
Will you have assistance in technical and logistical matters?