Getting Started With Blended Learning ( PDF 2.7 ... - Griffith University

Specific design questions:
‣ ¾ What do I want to develop?
‣ ¾ Why do I want to develop it?
‣ ¾ What do I want students to do? Is it
compulsory?
‣ ¾ How will it help students’ learning? What
role will it play in the course?
‣ ¾ Why would a student be bothered
to engage in the blended learning
elements?
‣ ¾ How will I know/measure if students have
achieved the desired outcomes?
Broader course issues:
‣ ¾ How accessible is the technology for students? What
costs, if any, are involved?
‣ ¾ What time is needed for planning, design, and
development? (Including learning I need to do?)
‣ ¾ What organisational support is there for me? For the
students?
‣ ¾ Will other staff be involved, and in what ways? Will
they need training and support?
‣ ¾ What are the workload implications for staff and
students?
The following Blended Learning Design Worksheet may help you to map and align your objectives,
assessments, teaching and learning activities and support resources.
Students struggle with, or drop out of, blended learning courses because:
• The workload is too great – if blended learning and face-to-face
elements are not integrated but simply run parallel and independently
from each other the overall workload is often far greater than when
using only one mode of delivery. Keep student workload at an
appropriate level.
• They are provided with inadequate or no support and/or are confused
about what is required of them – ensure students are appropriately
“oriented” to the course design and given clear guidelines regarding
expectations and requirements.
• They experience problems with technology – high tech is often high
risk, so make sure you have tested the technology from a student’s
perspective and provided adequate information and support.
14 Getting Started with Blended Learning