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Blended Learning Design

  • Maria Makripoulias

As a learning designer, I was asked to advise a module team made of an academic, a programme manager and a teaching fellow on ways to improve content for a blended module delivered in year 1 MBA which received negative feedback from the students. I was tasked with improving their VLE asynchronous content. Below I briefly explain my approach to this task, common difficulties and ways to resolve them.

The approach

  • Conducted an evaluation of the asynchronous content from a LD and learner centered perspective.
  • Reviewed the pedagogy (what frameworks have been used/does the content flow/can it be simplified for the users? How?) What are the learning outcomes? Are they clear and measurable?
  • Audited the content / acticity types. (Is there a balance of learning styles and formats?) e.g. videos/audio/visual etc. For flipped classroom approach - do the VLE async/preparation activities align with the learning outcomes and link to the classroom experience? Are the instructions easy to follow? Is there clear narrative and direction?
  • Are there opportunities for autonomous learning (constructivist approach)? peer to peer/cooperative learning? How is feedback provided? Are there model answers? Are there delivery actions that need to be considered? (e.g. live feedback during delivery for qualitative responses? Forum monitoring?
  • Gathered student/faculty feedback during delivery/post delivery. e.g. Learning outcomes to exercises where students can leave feedback, (NPS scores and MODES) - used this to create a strategy proposal and highlight key areas for iteration.
  • Consulted with the module team (academic, PM, teaching fellow) to discuss pain points and offer solutions and develop a plan of action and implement improvements.
The challenge

  • Advising, negotiating and positively influencing content owners in innovative ways, to make improvements or adopt VLE/other technology particularly those who may not be comfortable or have experience with the blended approach/VLE.
  • Being sensitive to the potentially political nature of negative feedback/requesting changes.
  • Developing relationships with module team, (SMEs, internal and external stakeholders) and driving collaboration with others to ensure smooth delivery.
  • Time/project management - offer tight deadlines/turnaround - module team workload.

The solution

  • Supported the module team with improving the content by providing options and suggestions based on pedagogy/research and student feedback
  • Revised the LOs to ensure they make sense/clarity - Blooms Taxonomy
  • Built examples on the VLE for faculty review and feedback on

What it looks like

  • Learning materials were divided into appropriate stages to be taught in a logical order. Learning was carefully scaffolded to link to learning outcomes.
  • New information was sequenced carefully so that this knowledge built on what the learner already fully understands. Each new topic/learning that’s introduced build on the knowledge already acquired.
  • Designed moments for learners’ curiosity to be nourished and their insights welcomed, questions and comments were encouraged via feedback/forums.
  • Learners given opportunities to complete meaningful tasks to solidify learning, for example, role-playing or asking them to solve real-world challenges. This gave learners the opportunity to play an active part in their own learning.
  • Content on the VLE was weaved together with clear narratives in plain English e.g. prefacing new material with introductory or background information or emphasizing why the material is meaningful and how it relates back to the learner's success/learning outcomes.
  • The module overview clearly set expectations and outlined any deliverables/deadlines and participation requirements. These were also be signposted throughout the asynchronous materials.
  • Asynchronous content was broken down into suitable types e.g. exercise, visual media/audio/video.
  • Technology/applications were ntegrated where improvements can be made to learner experience/delivery (e.g. Engageli instead of Zoom)/Ed Discussion/Teams.
  • Delivery actions were clearly outlined for the module team with calendar reminders sent out for time sensitive actions. e.g. timely feedback, monitoring platform exercises/discussions.

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