1. The Eighth International Conference on
e-Learning and Innovative Pedagogies
University of California, Santa Cruz
2-3 November 2015
Course Design, Teaching & Learning across Borders in Higher Education:
Use of Blended Learning Approach
Raheel Tajuddin Lakhani, M.Ed.
Network of Blended and Digital Learning,
The Aga Khan University
raheel.lakhani@aku.edu

2. The Aga Khan University at a
glance

3. Blended and Digital Learning can assist AKU in realizing the benefits of a
comprehensive university at each major campus. As a first step towards the
creation of a blended learning program at AKU, a faculty development
program has been initiated in 2011.
The overall aim of the program:
- to enable faculty members at AKU to design, teach and evaluate courses
offered in a blended learning mode.
Broader aim:
- faculty members from different AKU entities to do online collaborative
course design, teaching and research.

4. Garrison and Vaughan (2008) suggest three key process
elements for Blended Learning Course Design:
- thoughtfully selecting the blend
- course design for student engagement, and
- restructuring the traditional contact hours.

5. "Collaborative learning has an its main
feature a structure that allows for
student talk: students are supposed to
talk with each other. And it is in this
talking that much of the learning occurs."
(Golub, 1988)

6. ADDIE MODEL
Analysis Design
C3
Onwards
C1 and C2
Develop
ment
Impleme
ntation/
Teaching
Evaluation
Reflection
Why to blend?
What to blend?
How to blend?
Concept
Mapping/SLO
Reviewing
other courses
Understanding
Student demographics
Workshop (F2F)
Finalizing content
Teaching approaches/
Instructional Design
Content Structuring
Visuals/Interfaces
Formatting
Interaction
Navigation/Usability
Copyright Clearance
Module templates,
Storyboards,
Copyright form,
Weekly Meetings
(Google Drive/Skype)
Deciding digital
and online tools
Develop course
websites
Preparing digital
content/artifacts
User testing /
Peer Review
BL Course
Website Checklist
(Survey Monkey)
Orientation/Guides
Progress tracking
follow-up students
Administration
(similar to F2F)
Observations (What
works, not works)
Weekly meetings/
Emails ad-hoc
Course Evaluations
Course review
meetings, reflective
Sessions
(Webex Sessions)

7. More iterative model

8. A course in Nursing Research with varied regional
regularity body requirements to be taught at three
different campuses at different times
Uganda: Nairobi: Karachi:
• Critique research studies in • Critique research studies in • Evaluate current research
nursing nursing literature in nursing
• Apply the knowledge gained • Apply the knowledge gained • Discuss the application of
from nursing research to from nursing research to published nursing research
support client care support client care to nursing practice.
• Develop a research proposal • Develop a research proposal • Critique research studies
• Conduct a research study • Conduct a research study
Nursing Councils require students to conduct Not a requirement in Pakistan
a research to get their license/degree

9. Scenario 1: Multiple faculty members on a course
team teaching at multiple campuses (at different
times), Educational designer, eLearning developer
◉ Process: Each faculty authors few modules
◉ Needs and feedback communicated by the team is incorporated
◉ Multiple modules designed simultaneously
◉ Each faculty has a smaller share of work
◉ Work is delivered more quickly because of peer-pressure
◉ Requirement of the course in each region is different
- Design common & specific regional activities. Recycle the same design
- E.g: Topic: Theoretical and Conceptual Framework
• PK: Video, Crossword, Summary and Online Tutorial
• EA: Video, Crossword, Critique and Develop Framework
◉ Collaboration is frequent in design but limited in teaching

10. Students in Karachi and DAR participated in a course
'Culture, Health, Society' taught collaboratively by
faculty members from both campuses.
3 blended and 4 online modules
Course Learning Outcomes:
• Explore the relationship between culture, society and health
• Analyze health-related knowledge, beliefs, attitudes and practices of
various socio-cultural groups in a country and in larger global context.
• Appreciate the role of society and culture in recognizing health system
utilization.
• Discuss the application of trans-cultural nursing concepts when providing
nursing care to clients.
• Discuss relevant social issues and suggest methods to facilitate change
where necessary.

11. Scenario 2: Multiple faculty members on a course
team teaching at different campuses (at the same
time), Educational designer, eLearning developer
◉ Process: Process: Faculty co-authored modules
◉ Multiple modules designed simultaneously
◉ Alignment of course dates/duration is a challenge
◉ Each faculty has a smaller share of work
◉ Work is delivered more quickly because of peer-pressure
◉ Common modules needs to incorporate needs of everyone
◉ Collaboration is frequent in design processes and also in the teaching
◉ Learning was also very collaborative <-> Group Assessments
◉ In future, we can have compulsory & optional activities for each region
◉ IT connectivity across campuses

12. Palliative care course for AKU residents in Karachi and
AKHS, P physicians in Sindh and Gilgit
3 online and 1 f2f modules
Reading
Patient Stories
and
Reflective
Discussions
Patient Stories,
Reports,
Quizzes based
on patient
management
and
Communication
workshop, Final
Assessment, Clinical
Attachments (F2F)

13. Scenario 3: Single Faculty on a course team,
Educational designer, eLearning developer
◉ Process: Faculty members authors the content but also engages
with other departments for the learning resources
◉ Coordination amongst team is smooth. Decision-making is simpler.
But innovation depends on that single faculty's willingness and
interest.
◉ Workload on a single faculty for designing content
◉ Takes more time - can't design multiple modules simultaneously
◉ Collaboration between departments - ( for e.g. oncology, radiology)
◉ Peer-evaluation at the end of development
◉ Varied internet infrastructure

14. Some key insights
◉ A good design begins with good analysis
◉ Pedagogy is the foundation of design
◉ Design vs. Development (A balance to each between Sustainability
& Flexibility/Innovation)
◉ Role of conversations and peer-feedback is crucial
◉ Use of collaborative online tools helps design, teaching and
learning easier in geographically distributed campuses
◉ Importance of prototyping (templates)
◉ Pro-activeness for each team member should be encouraged