Design principles for developing blended learning environments
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The document outlines design principles for developing blended learning environments: 1) Facilitate interaction between people, content, and devices to achieve objectives difficult in a single space. 2) Require articulation of ideas through public statements supported by evidence to expose understanding. 3) Build relationships in collaborative activities where learning responsibility is shared and "not knowing" is valued along with "knowing".
Design principles for developing blended learning environments
- 1. Design principles for developing blended learning environments Michael Rowe Department of Physiotherapy University of the Western Cape
- 2. Background Technology in education is about engendering transformative learning. Wilson, Parrish, & Veletsianos (2008) It is not about reinforcing current educational structures and making them more efficient. Veletsianos (2011) Or, about controlling access to expert knowledge. Herrington et al., 2009
- 3. Blended learning Integration of online & physical spaces; where the learning experiences move between spaces; and the teacher makes use of the affordances of each space; to achieve objectives that would be difficult – or impossible – to do otherwise.
- 4. Aim The aim of this project was to develop a practical framework for the design and implementation of a blended learning approach in the context of health professions education.
- 5. Method Design-based research adapts to the non-linear dynamics of complex systems, and does not lead to judgements based on performance against predetermined criteria. Herrington, Reeves, & Oliver (2010)
- 6. Phase 1: Problem analysis Phase 2: Development of solutions Phase 3: Iterative testing Phase 4: Design principles
- 7. 1. Facilitate interaction Interaction can be between people, content and devices Digital content is not inert; transforms interactions by responding and adapting over time Content is a framework around which interaction can take place; can be distributed over networks and devices Interaction happens in a range of contexts; not limited to time or space
- 8. 2. Require articulation Articulation gives form & substance to ideas; exposes understanding Committing to a statement, supported by evidence Public accountability Allows thinking to be challenged / reinforced Incomplete understanding is not a point of failure
- 9. 3. Build relationships Knowledge can be developed through interaction between people, content and devices, over networks Relationships are built in collaborative activities where responsibility for learning is shared Facilitators are not gatekeepers; they are locksmiths Create a space where “not knowing” is as important as “knowing” Relationships = changing power differentials
- 10. 4. Embrace complexity Develop spaces that are more, not less, complex Create activities that have poorly defined boundaries that defy simple solutions Reflect the dynamic & complex environments in which graduates must practice Incorporate multiple perspectives
- 11. 5. Develop artifacts Artifacts representative of personal knowledge creation Created through iterative activity that includes discussion and feedback Should be progressively shared with others; enables interaction around products & process Scaffolding for development of artifacts should be appropriate to the students' level
- 12. 5. Incorporate feedback Feedback is integrated into the activity, not tacked on at the end Feedback is a step towards another activity, or an iteration of the previous one Feedback should be given by peers as well as facilitators
- 13. 6. Stimulate reflection Reflection should be built in from the start It should have a consequence; the outcome of the reflection should be an action towards an objective Must be modelled by the facilitator Should be shared with other students The value of the reflection is determined by the student, not the facilitator
- 14. 7. Acknowledge emotion Create a non-judgemental space for students & facilitators Validate students emotional responses Facilitators should share personal values and their own emotional response, normalising and scaffolding the process Cover sensitive topics in face-to-face sessions
- 15. 8. Design for flexibility Anticipate change and design the learning environment to respond to it The learning environment should be flexible enough to adapt to students' needs but structured enough to scaffold their learning Facilitators should be flexible so that they too can adapt
- 16. 9. Immersion Activities should be cognitively real They should enable students to think and behave as they would in the real world Activities should use the social norms and discourse of the profession to introduce students to the culture of the profession
- 17. Conclusion Design-based research is a useful method of conducting research in the educational context. These guidelines represent a generic framework for the development of blended learning environments They are agnostic with respect to technology They highlight that the relationship between teacher and learner is paramount.