Design principles fordeveloping blended learning environments
Michael RoweDepartment of PhysiotherapyUniversity of the Western Cape
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
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.
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.
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)
Phase 1: Problem analysis
Phase 2: Development of solutions
Phase 3: Iterative testing
Phase 4: Design principles
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
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
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
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
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
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
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
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
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
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
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.
Recommended
