In the previous section, we looked at developing the first stage of the blended learning redesign, which included setting specific goals to be achieved. In the example we saw that Emilia's project team completed stage 1 of the redesign template and were ready to move on to looking at the specific sorts of learning strategies they could incorporate into their redesigned course.
In this section, we will look at developing learning and teaching strategies to meet the project goals you identified in stage 1. These strategies should be appropriate for the course outcomes and level, and be consistent with the strategic direction and goals of the organisation.
Before you continue, you might find it helpful to review the material on Learning strategies from the earlier module.
Case Study: Emilia
Once Emilia's project team has agreed on the goals and rationale in stage 1, they can move on to defining the strategies for learning that they will incorporate.
- Supporting expert learners - how will you engage them, encourage self-direction?
- Learning preferences/styles.
- How will you get students work ready?
- What can be done to get students to engage? For example: experiential learning activities, learning which has personal relevance - related to their interests and learning preferences.
- What needs to be done to meet the organisational strategies?
- Organisational strategies
- Flexible learning
- Maori Strategic Framework
- Digital capability- students and staff
- Teaching and learning - student-centred learning
- Other - literacy and numeracy
- experiential, mastery, constructivist, problem-based, case-based (real) scenario-based (simulated), social learning, self-paced, reflective, project-base.
Actions for each objective:
Use the four categories: Content, Activities, Communication/Interaction and Assessment.
- What resources are available, e.g., OER, textbook, online, CD, video etc.
- Where are the gaps if providing flexible learning?
- How can experiential learning be introduced?
- How can literacy and numeracy activities be embedded?
- Based on textbook, workplace, simulations.
- Strategies for communicating effectively with students to support and facilitate their learning.
- Link theory and practical.
- Link to the activities
- More integration across the programme, e.g., e-portfolios
- Working from the document you developed in stage 1 of the redesign process, brainstorm ideas for strategies under each heading of stage 2.
- Review the ideas you have generated to make sure that:
- They are consistent with the goals and the learner profile you defined at stage 1.
- They are consistent each other. You don't need to have a sequence of activities at this stage, but you should aim for a variety of activity types and they complement each other and be able to be develoepd into a coherent course design.
- Complete section 2 of the blended learning redesign plan except for the sub-sections on assessment and blended learning. You will work on these sections in the following topics. For now, for each objective just develop ideas for Content, Activities, and Communication/Interaction.
Some useful sources for ideas:
As before, you should aim to get some input and feedback from others.