1. Introduction 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:
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
Lead Advisor
Professor Mark Brown, Director of the National Institute for Digital Learning at Dublin City University

2. 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)

3. Overview and content of course modules
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 

4. Overview and content of course modules
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 

5. Overview and content of course modules
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

6. What does it look like? 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)

7. Mark Brown
Director of the National Institute for Digital Learning at Dublin City University
Example from the ‘Evaluating and refining your blended learning’ – Tools for Evaluation (module).