Blended Learning

2.1 Planning
Planning is the first stage of the design process. At this point you should think about a
number of critical considerations before jumping in to designing the blended learning
components of your course. For example, are you developing a new course, taking
on an existing course or redesigning a course you have previously taught/convened?
What is the broader context for your course, in terms of the program, school, faculty,
professional bodies, or the community and what influences do you need to take into
account? Finally, what is the typical student cohort like for this course, and are there
particular student or group needs you should consider?
The elements of a course (content, resources, activities, assessment) are
designed in order to support quality student learning.
So a good starting point for the planning process is to consider “What so students do
when they are learning well in this course?” and “What do they need to support
this learning?” In order to answer these questions, you should consider the following:
What is your situation?
If you are designing an online course, visit the GIHE Good Practice
Guide to “Going Fully Online” at:
http://www.griffith.edu.au/gihe/teaching-learning-curriculum/
blended-learning
‣ ¾ If you are developing a new course:
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We suggest you first take a look at some general curriculum and course
design guidelines. Visit: http://www.griffith.edu.au/gihe/learningteaching-resources/curriculum-design,
and in particular the “How to Write
a Course Profile” guide which includes key aspects of curriculum design.
It will be important to have course aims and learning objectives set before
considering blended learning opportunities for your course.
It is important to ask yourself “What do I want my students to learn by
undertaking this course?” Begin by asking the following:
■ ■ “At the end of my course what should a student demonstrate? – that
is, what are the knowledge, skills, and attitudes that students should
achieve?”
■ ■
“Which of the University’s Graduate Attributes are relevant to the
knowledge, skills and attitudes I would like the students to achieve?
(For more information on the Griffith Graduate Attributes, visit:
http://www.griffith.edu.au/gihe/teaching-learning-curriculum/
graduate-attributes)
Section 2.1 Planning 9