Running head: BLENDED LEARNING 1

Mini Design Plan for Blended Learning

Aldo Chavez, Amanda Berry, Carol Bandura, Kelly Thomas

California State University at Monterey Bay

MIST 522

Dr. Farrington
BLENDED LEARNING 2

Table of Contents

Abstract................................................................................................................................3

Mini Design Plan for Blended Learning..............................................................................4

Analysis...............................................................................................................................4

Needs Assessment............................................................................................................4

Learner Analysis..........................................................................................................4

Design..................................................................................................................................7

Objectives........................................................................................................................7

Agenda and Presentation.................................................................................................8

Feedback..........................................................................................................................8

References............................................................................................................................9
BLENDED LEARNING 3

Abstract

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BLENDED LEARNING 4

Mini Design Plan for Blended Learning

The creators of this Module focused on Blended Learning as it pertains to Instructional

Design and Technology implementation. As a learning strategy, Blended Learning has recently

become one of the ‘it’ strategies for instruction in both the classroom and professional worlds.

Analysis

The participants of this Blended Learning Module are Team Two MIST students enrolled

in IST 522. Being a very diverse audience, the creators of this Module found it necessary to

conduct a Learner Analysis. The goal of the survey was to determine familiarity of the learners

with Blended Learning. Google Forms was utilized to conduct the analysis. The creators of this

Module analyzed the results as seen below.

Needs Assessment

A needs assessment was not needed as the topic was chosen by the creators of this

Module from a variety of topics. The creators continued assuming that a needs analysis was

completed prior to compilation of topic suggestions. With the knowledge that Blended Learning

is at the forefront of education today, the authors of this agreed that Blended Learning was an

important topic to teach fellow MIST students about. Completion of this Module will aide MIST

students in learning about and incorporating their knowledge of Blended Learning in their own

careers.

Learner Analysis

The authors of this Module utilized Google Forms to better understand Team Two’s prior

knowledge and experience with Blended Learning. A short survey with a variety of questions

was created and sent to the individuals in Team Two. The goal was to determine familiarity and

understanding of what Blended Learning is and current feelings towards it.

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 First, Team Two was asked to define Blended Learning in their own words. All five of

the five participants in Team Two responded similarly with their definitions. “A

combination of face-to-face and online learning.” “Mixing online training with face-

to-face training.” “Learning with online and offline combined.” “Combined delivery

of the course; traditional classroom instructions and online learning.” “Blended

learning uses various forms of transferring information, like face to face instruction,

online, interactive, etc.” Based on the responses, the creators can see that Team Two

has almost identical definitions of Blended Learning.

 Next, the current understanding of Blended Learning was assessed using a scale from

None to Expert. 4 out of 5 participants in Team 2 reported having an ‘Average’

understanding of Blended Learning while the other member reported having ‘Poor’

understanding.

 In order to determine whether instruction in Blended Learning would be well received

or not, participants were asked if they have a positive or negative outlook on Blended

Learning. All five members of Team Two reported having a positive outlook on

Blended Learning. Therefore, the creators of this Module do not need to spend time

on encouraging, or talking up, the importance of learning about Blended Learning.

Instruction in Blended Learning is welcome by Team Two.

 When reflecting on the Current Understanding of Blended Learning, the authors

expected the 4 out of 5 participants who reported an average understanding of

Blended Learning to have created a course utilizing it. However, results were

inversely related to understanding of Blended Learning with only one participant

BLENDED LEARNING 6

responding ‘Not Sure’ if they have created a course using Blended Learning in the

past and four stating they have not.

 On a scale of feeling: None, Nervous, Sad, Happy, Excited, and Stressed about

Blended Learning, the results varied greatly from the 100% positive outlook reported

prior in question three. Two reported ‘None’. One reported ‘Nervous’. One reported

‘Happy’. One reported ‘Excited’.

 Team 2 was then asked how comfortable they are using various tools to create a

lesson using Blended Learning. This was also done on a scale. Degrees of

comfortability ranged from: strongly disagree, disagree, neutral, agree, and strongly

agree. Three members of Team Two reported feeling ‘Neutral’ on the use of tools to

create a Blended Learning lesson. One reported ‘Agree’ and one reported ‘Strongly

Agree’.

 The last question in the Learner Analysis determined what programs and tools Team

Two had prior experience with. Results are as follows.

Program Experience
Other

Camtasia

Youtube

Learning Management Systems

Camera

Webcams

Audacity (or other voice)

PowerPoint

0 1 2 3 4 5 6

Program Experience
BLENDED LEARNING 7

Context Analysis [When using headings, don’t skip levels. If you need a heading 3, 4, or 5 with

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Design

The design of this course….

Objectives

The learning module created will give the learner a better understanding of blended learning.

By the end of the module, learners will be able to:

 Identify the various components of blended learning. 

 Construct a mini-lesson showcasing aspects of blended learning. 

 Respond to scenarios determining the effective use of blended learning.

Though the learner assessment concluded that the learners know what blended learning is, 80

percent have never used it and 20 percent were not sure if they have ever used it. These results

brought to light that the learners can define blended learning, but they are unaware of how it is

applied to learning itself. Kezar, Glazer, and Rhem (2011) suggest, “to truly be blended, the

various means and media delivering the content must be brought together in complementary and

reinforcing roles.” Since the learners have no prior experience building a learning module by

using blended learning, they will learn and distinguish its components and then apply them to a

mini-lesson. Once the learner understands blended learning and its components, the individual

will:
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 Be given a scenario, and the learner will determine whether effective blended learning

was used.

As noted by Kezar, et al. (2011), “videos, tutorials, and slide shows offer students the ability to

reinforce lecture content at their convenience,” and further point, “face-to-face lectures allow for

spontaneity and provide a platform for practical demonstrations.” By the end of the module, the

learner will not only have a clear understanding of blended learning, but they will have

effectively and efficiently applied blended learning to a mini-lesson.

Agenda and Presentation

This 20 minute module…

Feedback

Feedback will be given to the learner throughout the learning module. Feedback will be

given via iLearn using knowledge checks after instruction is given. The team agrees with Kezar,

et al. (2011), in that, “it is worthwhile, as it provides a mechanism to give students valuable and

timely feedback.” Given that this is a short module, it is an efficient way in that iLearn provides

the feedback instantly. 

Might change feedback section if we use EdPuzzle, since I think feedback is given there?
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References

Kezar, A.J., Glazer, F. S., Rhem, J. (2011). Blended Learning: Across the Disciplines, Across the

Academy. Retrieved from https://ebookcentral.proquest.com/lib/csumb/reader.action?

docID=911871
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