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Table 1: Neumeier’s (2005) frameworkParameterIndividual descriptors1. Mode (typically face-to-face and CALL) • Focus on mode• Distribution of modes• Choice of modes2. Model of integration • Sequencing of individual modes3. Distribution of learning content and objectivesand assignment of purpose• Level of integration• Parallel or isolated4. Language teaching methods • Use of teaching methods in eachof the modes employed5. Involvement of learning subjects (students,tutors and teachers)• Interactional patterns: individual vscollaborative language learning activity• Variety of teacher and learner roles• Level of autonomy6. Location • Classroom, home, outdoors, computer room,institutional settingsOther authors recommend that course designers approach the design process instages. Beetham and Sharpe (2007: 7), for example suggest a four-step process:■■■■■■■■Investigation – who are my users and what do they need? What principles andtheories are relevant?Application – how should these principles be applied in this case?Representation or modelling – what solution will best meet users’ needs?Iteration – how useful is it in practice? What changes are needed?Another example is provided by Jones (2007) cited in Gruba and Hinkelman(2012: 30) who suggests that designers consider ‘an educational programme as athree-part structure that operates on a micro, meso and macro level’, within whichthe designer has different considerations at each level.Faced with this range of differing advice on how to approach blended learningcourse design, which is not always as accessible, comprehensive or practical as itcould be, it is challenging for a designer to know where to begin. With this in mindI will draw on the advice given in the literature, largely though not exclusively fromNeumeier’s (2005) framework, and supplement it with supporting evidence from thecase studies in this book. In recognition of Beetham and Sharpe’s (2007) stages I willorganise it under four headings:1. Context2. Course design3. Learners, teachers and tutors4. Evaluating and developing the blend.226 | Conclusion