Planning a Blended Learning design
To plan for a blended or online learning design in a subject or course, you will need to:
- Define your goals: set your goals for the subject, clearly defining intended learning outcomes.
- Identify your needs: set up a timeline for design development, identify support and resources needed, and plan for FOLD design intensives to work through the curriculum change.
Organise a team: draw on discipline academics, educational designers and academic developers. Plan and request support from the library, graphic design, production, ICT, student admin, LMS help etc
Use the following Planning Questions to identify project needs and document your plan.
Blended Learning Design Planning Questions
Comments and Actions (completed?)
|1. Identify how the subject fits within course intended learning outcomes (ILOs)|
How does the proposed topic fit in a course or degree program?
Align each subject of the degree to course intended learning outcomes. In your plan explain how this particular subject achieves course learning outcomes.
|2. Define learning outcomes (educational objectives)|
What are learners expected to achieve and to what standard?
In this step, define the intended learning outcomes at a subject level. What do you want your students to learn, and be able to do?
|3. Design assessment|
What are students required to demonstrate in assessment?
Determine the assessments that will best drive learning outcomes in this subject.
|4. Identify participants|
Who are my students?
Who are my staff?
For an inclusive curriculum, consider student needs relating to:
And identify course or subject team, and their needs:
|5. Identify learning locations|
Where are my students?
Identify where learning takes place:
|6. Identify learning environment|
Where does learning take place?
Which mode of blended learning matches your cohort?
Settings for learning: rooms, LMS.
Mode of blended learning: Face-to-face; presentation by video-conference, activity focussed, block mode, fully online (See Introduction).
|7. Identify teaching and learning approach (pedagogies)|
How will learning take place? Which approaches suit your assessment tasks?
See A framework for designing flexible and online learning
Arrangements to support these approaches:
Resources for learning: content, library, staffm facilities, technologies
Resources from faculty: development, communication
People: Campus coordinators/lead academics, tutors
|8. Develop learning activities|
What will students be required to do?
Activities to engage students with assessments and learning outcomes (formative assessment)
Activities to enable students to demonstrate learning outcomes (summative assessment)
Activities to develop graduate capabilities (Eg. Tutorials, quizzes, online forums, peer review, groupwork)
Are the opportunities for:
learner-content interaction: knowledge content and formative assessment (quizzes)
learner-teacher interaction: dialogue and knowledge construction with lecturer/facilitator/tutor
learner-learner interaction: discussion and collaborative knowledge building
|9. Document your plan|
How will you get the School/Faculty support you need?
Summarise your plan: in a table, timeline, a flowchart, or a series of scenarios, or some combination.
Write a requirements document before the development stage
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