Introduction

to Blended
Learning
Definitions & Design
Principles
Richard Walker
E-Learning Development Team
University of York
 12/23/10

Session Outline
Positioning blended learning design:
- a training pathway
What is blended learning?
- definitions
- characteristics & modes of engagement
- BL models
Design principles for a blended course

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Training pathway
Getting started, identifying
Design course objectives, planning
principles
Accessibility guidelines,
Develop structuring content, set-up
and use of e-tools

Testing and reviewing

Prepare
module site

Student induction &

Rollout
support resources

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Guidance for course design

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Reflection point
1. Why are you considering a blended
approach to course design and
delivery?
 What are you trying to achieve?

2. What do you understand by the term

‘blended learning’?

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Blended Learning - definitions

“the thoughtful integration of classroom face-to-face
learning experiences with online learning
experiences”
(Garrison & Kanuka, 2004)

“a pedagogical approach that combines the

effectiveness & socialization opportunities of the
classroom with the technologically enhanced active
learning possibilities of the online environment”
(Dziuban, Hartman & Moskal, 2004)

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Characteristics of Blended Learning

Blended Learning is a convergence of two “archetypal”

learning environments: face to face and fully online
BL recognises strengths and weaknesses in both
environments and attempts to merge the strengths
to provide more engaged learning experiences for
students
In blended courses human-human interaction and
learner-material interaction both typically play strong
roles, though to different degrees
Thus, different modes of student engagement are
discernible…

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Modes of engagement

Enabling Enhancing Transformative

learning learning learning

active learning and engagement

Increasing flexibility Extending range of

& access to learning learning opportunities

Self-study resources &  Personalised learning

extension reading
Discussion space & peer
support
Formative assessment
activities
pathways
 Collaboration &
communities of inquiry
 Student-led teaching
& discovery-based
learning
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What’s in the blend?

Space: location where online
Targeted
Parallel learning learning
Class
Characteristics
is conducted Toolsactivity
 themed research
(off-campus/
behaviour work-based…) Block  ‘pre-learning’
physical & pedagogic distance between  portfolio development &
Behaviourism  assessment
Pre-conscious learning: information in Learning units
evidence with CAI /
of prior
collection
Class learnersClass
& instructor Class
chunks with questions/feedback
Class CAA
knowledge/skills
Front Loading Block
Block Block Block
Information
Time: timing Transmission
of learning of information
activities thro knowledge
Virtual classroom;
(synchronous/asynchronous) &
acquisition
processing communication/explanation conferencing; agents
frequency and fit within overall course design
Class  collaborative tasks
Constructivist Experiential; task-oriented;
Block hands-on Microworlds; simulations;
Activity:
Class mix
learning of study models & pedagogy underpinning
& self-directed online
access to resources &
Block expertise
activities, influencing roles/focus/direction of student learning
Incremental  project work learning
Conversational Tutor mediated discussion of concepts Interactive
Media: range
learning of tools employed
/ tasks: ’reflection in
in action’  transfer of conceptual
resources; tutoring tools
Class
Class
support of studyBack Class
activities dissertation writing tasks /
learning to practical
Block
Loading
Knowledge
Block Problem-based or research driven skillsResource
Block base &
development
negotiation  structured development of
Scope:&activity learning (group-based)
Online
> course > programme > institutioncollaborative group tools
collaboration Activities  class-based
assessment learning
milestones
Class
Class Class
Socially situated
Block Learning as social
Blockparticipation – Asychronous /
Block preparation for seminars
learning imitation & modelling; competency synchronous
based communication tools
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Blended Learning Models

Model Definition Illustrative Features

A – VLE Optional resources Self-study resources & extension reading

Supplemented focusing on self-
Space for formative assessment;
directed learner
reflection & space for problem solving &
support
discussion

B – VLE Student-centred Online activities for (i), (ii), (iii) or (iv).

Dependent activities requiring
Online activities linked to face-to-face
(i) Content active engagement
sessions, also targeted by learning
(ii) Communication outcomes & assessment
(iii) Collaboration
(iv) Assessment

C – VLE Online environment Student-staff interaction within VLE, plus

Integrated as key locus for face-to-face
learning, supporting
Activities as per B (i), (ii), (iii) and (iv)
knowledge
acquisition, skills Learner interaction to resources,
development & assessment & collaboration tasks online
assessment

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Blended activity & tools framework – Part 1

Targeted
Blended Learning Group /
Learning Model Behaviour Individual Activity Output Tool

VLE Review of Individual Individual reflection Summary notes / Blog

Supplemented course notes on course concepts or questions
and or space to raise queries
resources (individual learning
log)

Group Share problems / Peer support Forum

discuss solutions

VLE Self- Individual Completion of short Score / feedback Assessment

Supplemented assessment tests (open / closed & links to engine
questions) supporting
materials

VLE Content Knowledge Individual Self-paced learning Guided walk- Learning

Dependent acquisition activities – interactive through of topic units &
tutorials and Summary of key assessment
assessment activities points (concept engine
with feedback map)

VLE Presentation Individual Completion of report Completion of Blog, Wiki,

Assessment of individual template or portfolio summative File
reports Submission of report assessment submission
activity

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Blended activity & tools framework – Part 2

Targeted
Blended Learning Group /
Learning Model Behaviour Individual Activity Output Tool

VLE Sharing ideas / Group Discussion / Reports Forum

Communication interaction on comments Presentations Blog
group research Exchanging resources
(files & data sets)
Decisions /
conclusion

VLE Reflective Individual or Critique of research Reflection on key Blog

Communication summary Group paper or key text (in lessons learned Wiki
preparation for
seminar)
End of unit report

VLE Knowledge Group Extended discussion Reflective Blog

Communication sharing on theory – building contributions to Wiki
on class shared Forum
Reflections on work- discussion space
based practice

VLE Shared Group Collaborative writing Digestible Wiki

Collaboration summaries of of topic summaries, summaries of
research papers referencing key complex themes
papers / texts (revision aid)

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Summary of key design principles for BL

 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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Case studies, links and guides

http://vlesupport.york.ac.uk/ (our support portal)

Blended Learning Guide (doc)
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References & recommended reading

Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004). Mapping
pedagogy and tools for effective learning design. Computers &
Education, 43:17-33.
Donnelly, R. & McSweeney, F. (2009). Applied eLearning and
eTeaching in Higher Education. Hershey, PA: IGI Global.
Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning .
EDUCAUSE Center for Applied Research Research Bulletin,
March 30 2004.
Garrison, D. & Kanuka, H. (2004). Blended Learning: Uncovering
its Transformative Potential in Higher Education. The Internet and
Higher Education, 7(2): 95-105.
Littlejohn, A.& Pegler, C. (2007) Preparing for Blended E-Learning,
Routledge, London.
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Any
Questions?
If you have any
questions or
comments about
this presentation,
please contact me.

Richard Walker
E-Learning Development Team
University of York
richard.walker@york.ac.uk