1. Introduction to Blended Learning Richard Walker E-Learning Development Team University of York Definitions & Design Principles

2. 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

3. Training pathway Design Getting started, identifying course objectives, planning principles Develop Accessibility guidelines, structuring content, set-up and use of e-tools Prepare Testing and reviewing module site Rollout Student induction & support resources

4. Guidance for course design

5. 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’?

6. 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)

7. Characteristics of Blended Learning  BL 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…

8. Modes of engagement Enabling learning Enhancing learning Transformative learning Extending range of learning opportunities active learning and engagement Increasing flexibility & access to learning  Self-study resources & extension reading  Discussion space & peer support  Formative assessment activities  Personalised learning pathways  Collaboration & communities of inquiry  Student-led teaching & discovery-based learning

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

10. Blended Learning Models ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment C – VLE Integrated Online environment as key locus for learning, supporting knowledge acquisition, skills development & assessment Student-staff interaction within VLE, plus face-to-face Activities as per B (i), (ii), (iii) and (iv) Learner interaction to resources, assessment & collaboration tasks online

11.  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) Principles for BL course design

12. References & recommended reading Donnelly, R & McSweeney, F. (2009) Applied eLearning and eTeaching in Higher Education. Hershey, PA: IGI Global. Dziuban, C., Hartman, J., & Moskal, P. (2004, March 30). Blended learning. EDUCAUSE Center for Applied Research Research Bulletin. Garrison, D. R. & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105. Littlejohn, A.H. & Pegler, C. (2007) Planning for blended learning, Routledge, London ISBN 978-0-415-40361-0