This 3-credit module is designed to empower university lecturers to implement blended learning in their courses. It explores the concept of blended learning and applies principles through case studies. Lecturers will consider how blended learning fits with existing course designs and develop long-term implementation plans. The module focuses on redesigning assessments and appreciating blended learning critically. It consists of online units on the rationale for blending and redesigning assessments, with portfolio activities. A face-to-face seminar applies principles to challenges through group work. The final assessment involves conceptualizing a blended learning teaching innovation.

1. TL5101

2. TL5101 Blended Learning
• Designing with blended learning in mind requires the
same understanding and skills that are applied to all
course design. A key difference is that consideration
must also be given to how the activities, delivery
methods, technologies, learning spaces and
assessments are integrated. These all have a direct
impact on how the activities are designed.
• This 3 credit module, designed with university lecturers
in mind, seeks to empower higher education teachers
to translate principles of blended learning into effective
teaching and learning practice.

3. Learning outcomes
- Explore and reflect on the concept of blended learning and its
rationale
- Apply concepts to practice from a number of case studies of
blended learning
- Consider the fit of a blended approach with existing module
and course designs, and the first steps needed for adoption
- Develop a good understanding of the key elements of a long-
term plan for integrating blended learning strategies into
modules or programmes
- Redesign assessment approaches as part of blended learning
teaching practice
- Appreciate the affordances of blended learning from an
informed and critical perspective

4. https://facultyinnovate.utexas.edu/flipped-classroom

5. Background
• Materials and activities produced in collaboration with Oxford
University press/Epigeum Blended Learning an a consortium
of 12 European and American universities; of which the
Shannon Consortium (UL, MIC and LIT) were part.

6. Structure
1 Two units or ‘courses’ required to complete by Sept 21st:
• Why blend?
• Redesigning assessment for blended learning
'Portfolio activity' pods provide additional activities designed to
help you reflect, apply your learning to your own context, and
develop skills and practical plans at key points. At the end of each of
the two 'courses', you will be requested to submit them as part of
your required assessment for this module.
2 Face to face seminar in September 22nd 2pm-6pm
3 Final assessment submission (tbc)

7. Seminar: Viewpoints workshop
Activity Instructions Time
1: Agree
objective
Each group considers their key challenge (e.g. design a blended
version of a current face to face module) and records an objective
for the session on the timeline.
10
mins
2: Present
theme
Each group will be presented with a theme. They select the cards
with the principles that can help them address their objective.
10
mins
3: Map
principles
Map selected principles to the timeline and prioritise them. (They
can place the same cards in more than one place in timeline)
15
mins
4: Select
examples
Turn over the cards to display the relevant examples. Tick examples
that could support objective and stick cards on timeline
15
mins
5: Review
and plan
Discuss how ideas could be used in teaching practice, with a
particular focus on BL (write on the worksheet/post-its)
10
mins
6: Action
points
Agree any final reflections and action points to take forward. Record
this on the student timeline.
5
mins
7: Share
plans
One member from each group present their completed worksheet
and briefly feed back on their progress/discussions
10
min

8. Assessment
• ‘Why blend?’ and ‘Redesigning assessment for blended
learning’ portfolio submissions (40%)
• Conceptualise and plan a teaching innovation that incorporates
some of the affordances of blended learning (approx. 1000
words) (60%)
– Justification of the approach to design, demonstrating
constructive alignment of learning outcomes, activities and
assessment
– Integration of concepts and references to Blended Learning
literature (from flipped classroom material)
– Justification of the technological choice and of additional existing
resources deployed (OER valid)
– Originality, reflection, logical structure and clarity of approach
Annual repeats: assessment requirements as above