This resource introduces key elements of blended unit design. It overviews the relationship between learning outcomes, assessment, activities, content and communication strategies and considers factors that influence decisions about what technology to choose for a blended unit.
Overview
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Constructive alignment New units vs reconceptualising an existing unit Resources for unit planning and alignment Choosing the right blendNo matter whether your unit is new or a course re-design, alignment between learning outcomes, assessment, activities, communication strategies and content is essential.
For further reading on constructive alignment, see Mapping learning across the curriculum.
Using a blended approach allows you to reimagine your course. When you design a unit from scratch you have a blank canvas to start from, without any presuppositions of how a unit should be structured.
When you are re-designing a course, it is best to try and adopt the same mindset of ‘beginner’s mind’. Try to consciously loosen the closeness you have with the previous unit, dropping your preconceptions of how the unit has run and start from the course objectives afresh.
There are some common pitfalls to be aware of. These are –
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. At the core of UDL is the principle of inclusiveness and equity. UDL considers the diversity of abilities, disabilities, racial/ethnic/socio-economic backgrounds, reading abilities, ages, and other characteristics of the student cohort. UDL is founded on the idea that learners need to have equal access to learning, not simply equal access to information.
UDL is founded on three core principles: Engagement, Representation and Action & Expression (CAST, 2022). These three principles can be applied to the planning and delivery of courses, and the assessment of learning, to facilitate inclusive attributes that embrace diversity whilst maintaining academic standards. UDL also aligns with constructivist claims that teaching and learning activities that tie down the learning to multiple sensory modes create interconnected knowledge that restructures understanding and supports deep learning (Biggs and Tang 2011).
The core principles should be taken into consideration when deciding on the blend of resources and use of technology. More information about UDL can be found by visiting ACU's Access and Disability Service. The CAST website provides extensive information on the implementation of UDL.
There is a wide variety of ways in which students can be engaged or motivated to learn.
Students vary in the ways that they perceive and comprehend information. By providing various methods of representation, students will learn the material in their preferred mode.
Students vary in the ways that they can navigate a learning environment and express what they know.
There are many ways for you to create a constructively aligned unit. You can choose which approach suits your preferences.
Mapping tools for unit planning and constructive alignment which you may find helpful:
One of the most challenging aspects of designing a blended unit is choosing the right ‘blend’. Deciding which elements work best face-to-face and which online is a key consideration. This will be guided by the nature of your unit objectives. It is important that there is clear purposeful integration between the face-to-face and online elements.
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