Instructional Design and E-learning
The Instructional Design & E-learning (ID&E-learning) Taskforce supports teachers and educational staff across FHML in the design, implementation, and renewal of learning environments. Our work focuses on strengthening learning and teaching by aligning educational design, technology, and pedagogy—always with attention to educational quality, feasibility, and student wellbeing.
What we do
The taskforce acts as a faculty-wide centre of expertise in instructional design and educational technology. We support programmes and teachers through four interconnected roles:
- Advising on educational design choices, including the meaningful and responsible use of educational technologies
- Innovating in close collaboration with teachers, students, programmes, and other taskforces
- Maintaining and expanding expertise in instructional design, learning technologies, and learning experience design
- Sharing knowledge by disseminating insights, experiences, and design principles within FHML
Our support is grounded in the needs of a diverse and growing student population and in the realities of academic teaching practice.
Key focus areas
Our activities are organised around three core domains within instructional design:
AI in education
We support the intentional and responsible integration of generative AI in teaching and learning. This includes advice on curriculum design, assessment implications, and academic integrity, as well as staff and student training on ethical, effective, and pedagogically sound use of AI. We collaborate closely with the Exam Committee to ensure alignment between learning design and assessment practices.
E-portfolios (EPASS & PebblePad)
In collaboration with the taskforce Assessment, we support programmes in the design and implementation of portfolio-based learning and assessment, including faculty-wide implementation of PebblePad. Taskforce members act as learning designers and as intermediaries between programmes, portfolio platforms, and other stakeholders to ensure coherent and sustainable use across curriculum levels.
Simulation and immersive learning (XR)
We advise on and support the use of simulation-based education, including virtual patients, XR applications, and 360-degree video. Our focus is not only on developing simulations, but on their strategic integration into curricula to maximise pedagogical impact and support professional competence development.
Looking ahead: 2025–2026
From 2025–2026 onwards, the ID&E-learning Taskforce will place a stronger and more explicit emphasis on learning experience design. Our aim is to support curricula that foster professional competence development while safeguarding student wellbeing over time.
Within programmes that use programmatic assessment, our role is clearly defined as responsibility for the quality of learning design and learning experiences. We share this role with the taskforce Assessment.
Key priorities include:
- Designing coherent learning experiences across academic education, simulation, and workplace learning
- Supporting learning infrastructure for meaningful feedback, reflection, learning data, and AI
- Strengthening simulation-based and immersive learning as integral curriculum components
Through this focus, we aim to contribute to academically robust, pedagogically grounded, and sustainable curricula across FHML.
Who we are
The taskforce consists of educational scientists, learning designers, and educational technology specialists with diverse backgrounds in educational psychology, health professions education, and learning technologies. This diversity enables us to support programmes at micro, meso, and macro levels with both strategic and practical expertise.
Prof dr. Liesbeth Kester (chair)
Dr. Maryam Asoodar
Dr. Joyce Moonen-van Loon
Dr. Nynke de Jong
Dr. Saskia van Laar
Dr. Kazem Banihashem
Ilse Sistermans
A generative AI tool was used to support the drafting of this text based on existing taskforce materials; all editorial decisions and final approval rest with the ID&E-learning Taskforce.