Richard Walker E-Learning Development TeamUniversity of York

Design Pathway & Planning Tools

Designing your Blended Course

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Session Outline

Design principles Defining course objectives

Planning pathway World Politics exemplar

Planning tools Walk-through of planning

pathway Tools & guidance

Summary of key steps

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Principles for BL course design Blended Learning is not an ‘add-on’ to an existing

teaching approach

It involves a “fundamental reconceptualisation & reorganization of the teaching and learning dynamic”

It is about “rethinking and redesigning the teaching & learning relationship”(Garrison & Kanuka, 2004) addressing variables of space/location; time; pedagogy

– activities & scope in course design

Pedagogic drivers inform the design model & activity / tools framework

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Reflection point 1:Objectives for your course

For an existing course: How has the course worked to date?

Strengths & weaknesses of the current design?

Opportunities to ‘design in’ student activity

For an existing or new course: How might the introduction of online activity address

student learning and engagement with the targeted learning outcomes?

What are the implications for the way that the course is designed and delivered (i.e. impact on teaching & learning relationship)?

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Blending Illustration:World Politics (2006) #1

Problems identified in a previous first year programme based on lectures and tutorials:

“Too many students did the minimum of reading, and tutorial discussions could then become based too much on opinion rather than informed by reading and empirical cases.In the case of some students this could then set a pattern of low expectations of the amount and level of work expected of them.”

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ONLINEObjectives:

Encourage students to explore politics through diverse cases

Promote independent research skills & collaborative learning

Activities:

Individual reading of primary electronic sources

Group research

Collaborative writing of case reports

CLASS-BASED

Objectives:

Provide students with theoretical approaches to understanding political issues

Engage students in evidence-based seminar discussion & debate

Activities:

Weekly lectures

8 weekly seminars

Blending Illustration: World Politics (2006) #2

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Role of Online Tools

Targeted learning behaviour

Function Tool

Reference & revision Make available instructions, study guidance assignment shedule & updates

Course outlineAnnouncements

Sharing research & interacting on group writing task

Enable ready sharing of research and writing of group reports

Work group file exchange

Knowledge sharing to inform seminar discussion

Enable exchange & reading of case reports prior to seminars

Seminar group file exchange

Discovery learning Review of case study resources with links to a range of e-journals and websites

Electronic case resources

Benchmarking own work Making available examples of work nominated by tutors

Good reports

Develop awareness of plagiarism avoidance

Submitting work for plagiarism detection & discussing report

QuizzesSafe Assignment

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Structure of the Course

Course Week Activity Method (online /class-based)

Week 1 Induction – intro to VLE, review of netiquette, entry survey

PC classroom

Week 2 Introduction – lecture on approach- seminar discussion- completion of referencing & plagiarism quizzes

Plenary lectureClass-basedOnline

Weeks 2/3 Group research & report writingUpload to seminar work space

OnlineOnline

Week 3 States lectureSeminar discussion on group reports

Plenary lectureClass-based

Weeks 3/4 Group research & report writingUpload to seminar work space

OnlineOnline

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Structure of the Course Cont.

Course Week Activity Method (online /class-based)

Week 4 Governance lectureSeminar discussion on group reports

Plenary lectureClass-based

Weeks 4/5 Group research & report writingUpload to seminar work space

OnlineOnline

Week 5 Women & Development lectureSeminar discussion on group reports

Plenary lectureClass-based

Weeks 5/6 Group research & report writingUpload to seminar work space

OnlineOnline

Week 6 Causes of Armed Conflict lectureSeminar discussion on group reports

Plenary lectureClass-based

etc.

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Reflection point 2How would you approach the design of

your blended course?Things to think about:

1. The rationale and drivers for a blended design

how the course will be ‘sold’ to students? suitability of the design to learner profile

(competencies/aptitude/established learning culture)

2. The coherence of the blended design the ‘join’ between the face-to-face and online learning

activities and their relationship to the overall course objectives, including targeted learning outcomes & assessment plan

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Step 1: Statement of purpose(existing course)

Statement of objectives:

Course objectives

Learning outcomes

Statement of course structure:

Teaching activities Contact time / delivery methods

Student activities Self-study hours & methods / location of

learning

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Online Learning

Class-based Learning

Step 2: Statement of objectives(blended approach)

Objectives:

Activities:

Objectives:

Activities:

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Step 3: Define learning behaviour, functions & tools

Targeted learning behaviour

Functions Online tools

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Learning, activity & tools framework – Part 1

Blended Learning Model

Targeted Learning Behaviour

Group / Individual Activity Output Tool

VLE Supplemented

Review of course notes and resources

Individual

or

Individual reflection on course concepts or space to raise queries (individual learning log)

Summary notes / questions

Blog

Group Share problems / discuss solutions

Peer support Forum

VLE Supplemented

Self-assessment

Individual Completion of short tests (open / closed questions)

Score / feedback & links to supporting materials

Assessment engine

VLE Content Dependent

Knowledge acquisition

Individual Self-paced learning activities – interactive tutorials and assessment activities with feedback

Guided walk-through of topicSummary of key points (concept map)

Learning units & assessment engine

VLE Assessment

Presentation of individual reports

Individual Completion of report template or portfolioSubmission of report

Completion of summative assessment activity

Blog, Wiki, File submission

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Learning, activity & tools framework – Part 2

Blended Learning Model

Targeted Learning Behaviour

Group / Individual Activity Output Tool

VLE Communication

Sharing ideas / interaction on group research

Group Discussion / commentsExchanging resources (files & data sets)Decisions / conclusion

ReportsPresentations

ForumBlog

VLE Communication

Reflective summary

Individual or Group

Critique of research paper or key text (in preparation for seminar)End of unit report

Reflection on key lessons learned

BlogWiki

VLE Communication

Knowledge sharing

Group Extended discussion on theory – building on classReflections on work-based practice

Reflective contributions to shared discussion space

Blog WikiForum

VLE Collaboration

Shared summaries of research papers

Group Collaborative writing of topic summaries, referencing key papers / texts

Digestible summaries of complex themes (revision aid)

Wiki

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Step 4: Blended course structure

Course Week ActivityMethod (online / class-

based)

Week 0

Week 1

Week 2

Week 3

Week 10

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Refining your plan

Define roles of instructor, tutors & studentsIdentify responsibilities for each role

Key actions & delivery phases

Highlight timing for release of resourcessupporting & sustaining learning

Interventionssupport, feedback & assessment

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Step 4: Alternative course structure (phased delivery)

Delivery PhaseTime

FrameClass-based

ActivitiesOnline

ActivitiesSpecial Action

Required

Phase 1: Preparation of the module(design phase)

Tutor roles / Student roles

Tutor roles / Student roles

Resources: content & e-toolsSupport to students?Feedback & assessment

Phase 2: Socialising learners (start of the module)

Phase 3: Supporting student participation online (early stages)

Phase 4: Sustaining student participation online (later stages)

Phase 5: Summing up the learning outcomes for the module (end of module)

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Summary of key steps

Design principles for blended learning: models & tools

Scope for blended course design: objectives & outcomes

Refinement of course plan

Outline of blended course structure

Reflection on existing course design: objectives & outcomes

Definition of targeted learning, activities & tools

1

2

3

4

5

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Resources for this presentation

E-Learning tools matrix:https://www.xythosondemand.com/xythoswfs/webui/_xy-17296454_1-t_GImagO1e

Planning template:https://www.xythosondemand.com/xythoswfs/webui/_xy-17296451_1-t_GImagO1e

Phased deliver plan:https://www.xythosondemand.com/xythoswfs/webui/_xy-17296372_1-t_GImagO1e

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Recommended reading

Allan, B. (2007) Blended Learning: Tools for Teaching and Training. London. Facet Publishing, ISBN 978-1-85604-614-5

Garrison, D. R. & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105.

Littlejohn, A.H. & Pegler, C. (2007) Preparing for Blended E-Learning. Routledge, London.

Salmon, G. (2002) E-tivities. London. Kogan Page.

Richard Walker E-Learning Development TeamUniversity of Yorkrichard.walker@york.ac.uk

If you have any questions or comments about this presentation, please contact me.

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