The document discusses blended learning course design across multiple campuses of Aga Khan University. It provides examples of nursing and palliative care courses taught collaboratively by faculty across campuses in different countries. Three scenarios for course design are presented: 1) Multiple faculty teaching modules at different campuses, 2) Faculty co-teaching modules simultaneously at different campuses, and 3) A single faculty designing a course. Key insights emphasize the importance of analysis, pedagogy, balancing design and development, using collaborative tools, and prototyping.

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