A blended learning model and a design model combine to support academics in pedagogical redesign of the curriculum

Abstract

Mostly, blended learning is simply interpreted as the combination of face-to-face and computermediated learning (Graham, 2006). Unfortunately, this definition not only hides the complexity and transformative possibilities of blended learning, it can also leave the academic teaching developer without the detail and certainty they need to develop learning designs that address their institution's blended delivery expectations and meet their students' learning needs. Our approach to supporting academic change to blended learning addresses these uncertainties and places emphasis on the pedagogic strategies that guide student learning activity and drive the design of integrated learning experiences across learning environments. We present two models - a four phase blended learning model and a two-layer design model, and demonstrate how the properties of each combine to afford a blended learning design approach. Early indications of its effectiveness are promising and favourable responses to the model's simplicity and use indicate they may support teaching developers across other contexts.