Blended Learning is an area of instructional design that I have been exploring and designing for over the past two years.  So when the opportunity arose to take a MOOC about Blended Learning course design by UCF, you can bet I was all over that!

Our first assignment involved reading chapter 1:  Understanding Blended Learning.  Already, I am picking up some nice thoughts and areas to reflect on.  Here are few bits of information I am currently reflecting on:

  • The best strategy for design begins by clearly defining the course objectives.
  • Well defined objectives can drive and inform the content delivery method, pedagogy, and decisions for class meetings, interactions, and how often.

I personally can not agree more with these statements!  Just scroll down and read a few of my other blogs talking about the importance of clearly defined objectives and learning goals.  And in designing blended professional growth courses, I have found this strategy to be invaluable.  The very natural next step is to begin to see which objectives lend themselves to online delivery vs. live, F2F(face-to-face) delivery and so on.


However, the most intriguing thought that I pulled from this reading deals with another approach to identifying course activities and technologies that will support learning.  

  • It is suggested that when designing the lesson plans, that the teacher design for the “ideal” learning experience of a traditional setting (F2F, instructor-facilitated, student-collaborative) initially.  From there, you use a systematic approach analyzing the elements of that lesson for delivery online without compromising the effectiveness of the learning.  

When I work with the subject matter expert (SME), this seems like a very logical approach and seems to be more the case in reality.  I find myself in a similar circumstance when working with teachers who want to use technology in their teaching.  I often work with that teacher through the eyes of a traditionally written lesson and try to identify the elements of that lesson where technology will enhance or support learning without compromising the lesson effectiveness.  I like this approach to begin to understand the decision making process for online vs. F2F.

One thing is clear, designing blended learning experiences can certainly be a more rigorous and time consuming process than designing for more traditional settings.  But it is so much fun especially when done successfully!


About amyparent

I have a passion for designing instruction that meets the needs of all learners. I enjoy working with subject matter experts and translating technical objectives into easily understood and meaningful objectives for nontechnical audiences.

4 responses »

  1. Christie D. says:

    Amy, in reading your reflection, it looks like many of the same points from BlendKit’s chapter 1 resonated similarly between the both of us. I look forward to reading your posts, especially since you have been providing teacher support for a couple years and I am just starting in the instructional design field (left teaching high school a month ago). It’s reassuring to me to see you found many of the same points important!

  2. basdenleco says:

    Much of your article resonates with me.

  3. Chris J. says:

    As a freelance instructional content developer for over ten years, and having worked in the finance, manufacturing and health sectors – I’m pleased to discover that the process and methodologies for content development aren’t wildly different in mainstream education. Looking forward to hearing more from you in the coming weeks!

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