“An online course to establish and share best practice in blended learning, bridging the gap between strategy and delivery.”

Introduction Lead Advisor Developed in collaboration with: Comprised of seven online courses, Blended Learning brings together a group of leading experts and universities to establish and share best practice in blended learning, positioned at the cutting edge of technology-enhanced learning. The programme aims to bridge the gap between strategy and delivery by empowering lecturers to translate principles and aims into effective teaching and learning practice. This will in turn lead to corresponding improvements in student performance, engagement, satisfaction and retention. Developed in collaboration with: Lead Advisor Bournemouth University, UK Federation University, Australia Frankfurt University of Applied Sciences, Germany Gulf University for Science and Technology, Kuwait Institute of Technology Sligo, Republic of Ireland Limerick Institute of Technology, Republic of Ireland   Mary Immaculate College, Republic of Ireland Oslo and Akershus University College of Applied Sciences, Norway University of Canberra, Australia University of Limerick, Republic of Ireland University of Newcastle, Australia University of Ottawa, Canada Professor Mark Brown, Director of the National Institute for Digital Learning at Dublin City University

What is the Blended Learning programme? Leading experts share best practice in blended learning – with techniques at the cutting edge of technology-enhanced learning. Bridges the gap between theory and practice – allowing your lecturers to deliver effective teaching and learning. Focuses not only on teaching and learning – participants can also find information on approaches to student assessment and to evaluation of blended courses. With a variety of courses, 7 altogether, to choose from – the programme contains material for lecturers at the start of their careers, to those who are already experienced in delivering blended learning. Video screenshot from course ‘Approaches to Blended Learning’ : Implementing a blended delivery (module)

Contributors Reviewers: Authors: Professor Mark Brown - Director of the National Institute for Digital Learning at Dublin City University Leah Holroyd - Educational Designer at the University of Canberra Matthew Newcombe - Head of e-Learning at the University of Exeter Professor Keith Smyth - Professor of Pedagogy at the University of the Highlands and Islands Dr Angélica Rísquez - Educational Developer at the Centre for Teaching and Learning at the University of Limerick Bryan Fletcher - Director for Publishing (E-learning), Implementation and Impact at Epigeum Reviewers: Neil Currant - Principal Lecturer in Educational Development at the Oxford Centre of Staff and Learning Development Dr Amanda Jefferies - Professor in Technology Enhanced Learning at the University of Hertfordshire Professor Barney Dalgarno - Professor and Director of uImagine, Charles Sturt University's Digital Learning Innovation Laboratory Professor Rhona Sharpe - Head of the Oxford Centre of Staff and Learning Development at Oxford Brookes University

About the course Structure: Who is it for? Published: June 2016 12 hours, 30 minute online programme Comprised of seven courses: Why blend? Approaches to blended learning Innovating with blended learning: First steps Developing and implementing a whole-course approach to blended learning Redesigning assessment for blended learning Evaluating and refining your blended course Building a sustainable blended learning culture 26 hours, 45 minutes of supplementary materials Who is it for? Lecturers and faculty already or about to use a blended learning approach in their teaching, and looking to improve their skills and understanding of combining face-to-face with online teaching and assessment. Published: June 2016

Overview and content Why blend? Core: 1 hour, 35 minutes Course and Times Syllabus Authors/Reviewers Why blend?   Core: 1 hour, 35 minutes Additional: 3 hours, 35 minutes • Understand the broader context and benefits of the move towards technology enhanced and online learning on-campus (including an overview of the research evidence) • Define ‘blended learning’ in the context of their university, department and course • Identify some common benefits and opportunities provided by blended learning approaches • Identify some common problems and challenges with blended learning (e.g.: unfocused combination of online and face-to-face teaching methods; choosing the most appropriate blended approach) • Reflect on their own experience of online and blended teaching to date and use this information to create a plan for getting the most out of the remaining courses in the programme Author: Professor Mark Brown, Director of the National Institute for Digital Learning at Dublin City University Approaches to blended learning Core: 2 hours Additional: 3 hours • Explain the principles of a range of blended learning models and approaches (e.g.: flipped classroom, student choice in the classroom, discussion forums) • Use case studies from others’ teaching to illustrate how these approaches work in practice, and the opportunities and challenges associated with each • Evaluate each approach in relation to their own particular teaching context, in order to identify those that are likely to be most suitable for their needs • This course will be informed throughout by case studies by practitioners of blended learning Author: Leah Holroyd, University of Canberra Reviewer: Neil Currant, Oxford Brookes University 

Overview and content Course and Times Syllabus Authors/Reviewers Innovating with blended learning: first steps   Core: 2 hours Additional: 4 hours, 20 minutes • Identify potential changes and how to implement them • Identify different tools, technologies and resources to support blended approaches/course design • Understand the benefits of the university’s Virtual Learning Environment (VLE)/ Learning Management System (LMS) • Understand how video can be used effectively, and create short videos to explain and introduce concepts Author: Matthew Newcombe, University of Exeter Reviewer: Dr Amanda Jefferies, University of Hertfordshire  Developing and implementing a whole-course approach to blended learning Core: 1 hour, 50 minutes Additional: 3 hours, 40 minutes • Understand the importance of creating a learning-centred environment for students and teachers • Explain how their role and experience as a teacher will change in the blended environment • Identify frameworks and design tools for use in a blended approach (including online spaces, 3E Framework, online resources) • Prepare students to succeed in this new environment by providing guidance and orientation • Understand the stages involved in a technical and ‘reality’ check prior to ‘going live’ with the full blended course or programme • Monitor and review the course or programme Author: Professor Keith Smyth, University of the Highlands and Islands Reviewer: Professor Barney Dalgarno, Charles Sturt University Redesigning assessment for blended learning Core: 1 hour, 40 minutes Additional: 4 hours, 45 minutes • Outline the range of online assessment methods available to them including: 1. Formative assessment models giving immediate feedback to students 2. Summative assessment models giving feedback at the end of a learning cycle 3. Assessment of graduate attributes • Understand the range of technologies that can be used in assessment • Understand the implications of student assessment workload • Evaluate these online assessments in relation to their own plans and needs Author: Dr Angélica Rísquez, University of Limerick Reviewer: Neil Currant, Oxford Brookes University 

Overview and content Building a sustainable blended learning culture Course and Times Syllabus Authors/Reviewers Evaluating and refining your blended course   Core: 2 hours Additional: 3 hours, 35 minutes • Outline the sources of data (both online and offline) that they can use to gather feedback in order to increase their understanding of class processes and evaluate the effectiveness of their blended approach • Use this data to make further modifications and improvements with the aim of supporting student success and improving retention • Understand the use of tools to create evaluation methods • Apply analytics to improve the success of the blended approach and to understand issues of data protection Author: Bryan Fletcher, Director of Publishing, Epigeum Reviewer: Dr Amanda Jefferies, University of Hertfordshire Building a sustainable blended learning culture Core: 1 hour, 30 minutes Additional: 3 hours, 50 minutes • Gather evidence to evaluate the institution’s current blended learning practice and culture, and assess this in relation to the overall blended learning strategy • Use the above information to identify priorities and action plans • Identify some of the challenges inherent in seeking to change embedded practices/cultures – and employ a range of change management strategies to mitigate these – including: 1. Using different types of influence 2. Identifying and working with ‘change leaders’ in each department and creating communities of practice 3. Using this programme to expand the skills sets of teaching faculty • Develop a network of ‘experts’ in each department to lead/inspire colleagues and to quickly deal with issues and identify risks • Identify and understand the resources required to implement a sustained blended approach and possible frameworks to aid implementation Author: Matthew Newcombe, University of Exeter Reviewer: Professor Rhona Sharpe, Oxford Brookes University

Course features Interactive activities and scenarios. Lots of opportunities for active engagement, including portfolio activities, cloze activities, ranking activities and comic strips. Video interviews with academics and Teaching and Learning co-ordinators. You will also hear from students and teaching assistants. Presentational activities to communicate important information as clearly as possible; for instance, labelled graphics, flashcards, ladder steps All 7 courses have a practice scenario, where users can undertake activities that take key learning points from the course and develop them Course summary screens tie together the main points, and there is a course quiz for participants Example from ‘Evaluating and refining your blended course’ – Tools for evaluation (module)

Interactive activities What does it look like? Video interviews Interactive activities

What does it look like?

Support materials for Blended Learning available from: https://www