Planning a Blended Learning design

To plan for a blended or online learning design in a subject or course, you will need to:

  1. Define your goals: set your goals for the subject, clearly defining intended learning outcomes.
  2. 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:

  • Cultural diversity
  • Year level (1st year or later)
  • School leavers or mature age
  • SES level of students

And identify course or subject team, and their needs:

  • Tutors, demonstrators, clinical educators, casual lecturers
5. Identify learning locations

Where are my students?

Identify where learning takes place:

  • Single campus or multicampus?
  • On-campus: rooms,
  • Online
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?

  • Knowledge transmission & presentation
  • Dialogue and discussion
  • Knowledge construction
  • Collaborative production

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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