How to Design a Blended Learning Course in Modern Higher Education

Pedagogical concept explains your perspective for your course

Table of Contents

In the pedagogical concept of a course, the teacher designers (as a team) articulate their educational vision and the methods they intend to employ to actualise their vision.

The crucial design quality is that the teachers can recognise the evidence-based or informed pedagogical suggestions as worthwhile.

The pedagogical concept forms a core element of the course’s learning environment. It articulates the beliefs of the teacher or teaching team regarding student learning and development. This concept draws upon educational research and the teachers’ own professional experiences.

In essence, the pedagogical concept serves as a crucial design instrument, employed in conjunction with the other learning environment elements.

 

The pedagogical design principles are integral to your course’s pedagogical concept. The corresponding teaching and learning methods and materials aligning with these principles are clearly outlined to benefit the teaching staff involved.

Illustration of the idea of a Pedagogical concept

 

Example 1 The Pedagogical concept of the Workshop Blended Learning and Moodle

Pedagogical idea for my course

Design idea 1: Theory and practice are combined

The Workshop on Blended Learning and Moodle should be similar to a typical university blended learning course. The participants should experience typical IT learning activities. The workshop combines F2F education, individual self-study and small group work. 

The introduction of blended learning is often a reason to modernise education. This is why I have included elements of modern higher education (MHE) in the programme and workshop, e.g., active learning, test and (peer) feedback, interaction between participants and the trainer(s), and motivation of participants. These options follow the self-determination theory, which includes assignments with self-study, group discussions of relevant topics, and presentations by participants in the face-to-face classroom.

The participants will redesign one of their courses into a blended learning course. They will present the results of the training assignments in the Virtual Learning Environment (VLE), specifically Moodle. The teachers will select the IT options they prefer to apply in their course and explain their decisions. A helpful principle is that IT options should enhance the quality of the course for teachers by incorporating modern design principles, new IT tools, and assignments.

The learning products are prepared individually or in small groups and discussed in plenary sessions. The assignment results are regularly sent to the teachers’ trainer through Moodle. These assignments are evaluated and discussed in plenary sessions.

If this approach is followed, blended learning possibilities, VLE and MHE will not remain abstract ideas

Design idea 2: Learn to use Moodle

The learning activities of the participants are supported by Moodle, which also prepares training programmes and workshops. All participants should have permission to use the Moodle course as a teacher. The essential functions of Moodle are exercised in the ‘Introduction course’. Additionally, there is time to explore other Moodle functions in the workshop. For example, tests can be used to demonstrate progress and facilitate video calls with students.

Design idea 3: Specific focus on design activities

  1. Visualising the learning process, learning environment and other parts of the DD process in route maps, diamond diagrams and blueprints;
  2. Focusing on the DD process, the learning process and the learning environment. Including an explicit and robust emphasis on applying results from educational research;
  3. Weaving the stages of the basic technical design cycle into the DD process.
  4. Focusing on applying evidence-based it options;
  5. Formulating feasible course design tasks instead of giving general and abstract assignments. Try to prepare more concrete assignments and structure the activities of the participants.
  6. Stressing the need to describe better pedagogical models;
  7. Formulating and applying the quality criteria and requirements of the final result in the DD process.

Example of a pedagogical concept using the 8 design principles for a modern curriculum

Eight Design Principles for Modern Higher Education (MHE)

  • The eight design principles guide teaching teams in shaping their course concepts.

  • They help tailor pedagogy to fit modern higher education.

  • These principles support the development of course-specific teaching strategies.

  • Teaching teams can use the principles to design effective learning experiences.

  • The description helps educators align their courses with contemporary curricula

Design principle 1.Task-oriented learning/active learning

  1. Learning should be an active process, rather than just listening. Students must learn to use the content in authentic professional problems, cases, and issues. This will prepare them for lifelong learning. There is less theory and more skill training in nursing and midwives’ interventions.
  2. In the program, the teachers offer (connected) study assignments;
  3. The complexity and size of the assignments increase during the study years;
  4. There is transparency in the expectations towards the students. The courses are described clearly in the module books;
  5. Learning objectives and aims/competencies are logically related in and between the courses;
  6. Teachers and tutors support students in their self-study. During the study program, the students will have to study increasingly independently;
  7. The education will become increasingly focused on it. Students must learn to study using IT options.

Consequences:

  1. The students work on different study assignments related to the discipline;
  2. The assignments have clear learning objectives: the learning tasks, the expected results, the assessment criteria and the mode of discussing the results are clear and feasible;
  3. The assignments are presented through Moodle;
  4. The teacher gives the feedback, the tutor or fellow students (often through the vle);
  5. There is an optimal blend of F2F, online and self-study learning activities. The program stimulates the students to study regularly;
  6. In the assignment, the entry level of the students is taken into consideration. Remedial study materials are available through Moodle;
  7. For excellent and very motivated students, extra activities are possible.

Design principle 2.Issues and problems from the professional field are central.

  1. Knowledge is learned and applied in the context of professional issues and problems. It is possible to reduce the gap between education and the workforce. Competencies are based on the official curriculum planning and the university’s additional content and learning activities;
  2. Students are enabled to build a repertoire of solved patient cases. Students learn to solve health problems or tasks systematically;
  3. Also, students will be involved in innovative subjects or projects.

Consequences:

  1. Cases, problems or issues from the field are illustrated with the help of different media (pictures, video, simulations, and animation in Moodle);
  2. Cases are studied in the classroom, small workgroups, practical work in the skills lab, projects and internships. The learning activities are growing in complexity and difficulty;
  3. The teachers prepare their lessons. The pedagogical approach is theory – video, demonstration, and practice;
  4. Students learn systematically to analyse a client’s problem, issue or question. Possible methods: problem-based education, project education, case method;
  5. They learn to use the internet, books and articles to understand and use evidence-based methods to solve practical problems and experience organising an innovation project;
  6. The internships (both short and long) are systematically integrated into the regular study program. The students’ experiences are discussed.

Design principle 3. Explicitly focuses on knowledge.

  1. Students study knowledge through active learning methods like assignments, problem-based projects, internships and case study methods through online discussion, peer feedback and group discussion;
  2. Students will, during their study, enlarge, deepen and structure the knowledge they gained;
  3. A MOOC could be an essential source of up-to-date knowledge.

 

Consequences:

  1. Students study the main topics, concepts and developments relevant to the professional field;
  2. Moodle indicates the learning objectives, relevant knowledge, literature, books, websites and videos to be studied.;
  3. After the self-study, project work, and practical work, the subject matter is discussed, applied, and deepened during classroom meetings.

Design principle 4. Principle Learning tracks support the learning process in the program.

  1. The teachers and management should agree on the various learning tracks in the study program. In a learning track, the students learn to master the competencies;
  2. Competencies are acquired step by step in professional situations of increasing complexity. The course content and skills are presented in Moodle and the books;
  3. The development of students is described using rubrics.
  4. All courses build on previous courses and prepare for the following courses;
  5. Students develop themselves first as students and then as professionals.

 

Consequences:

  1. The teachers formulate the learning objectives, rubrics for each study year, and the subjects and activities for the various learning tracks. The teacher decides on the contribution of the relevant courses;
  2. When designing the course, the teacher ensures the correct learning objectives, course content and (sub) competencies can be studied and exercised;
  3. The teacher ensures that the course fits into the learning tracks in the program;
  4. The student’s progress is monitored and discussed through a portfolio.

Design principle 5.  Collaborative learning/learning from fellow students

  1. Social bonding is essential to keeping the students committed, active and on track;
  2. The students learn from each other by verbalising and exchanging their knowledge, insights and approaches;
  3. Students must learn to collaborate with other professionals and clients.

Consequences

  1. Organise group activities that bring shared success to the students;
  2. Use the power of collaborative work in the F2F activities by organising small groups and using peer feedback;
  3. Social and professional integration can be achieved by organising a student club, mentor groups, and the easy availability of teachers through Moodle, a discussion forum, chat, and other social media.

Design principle 6. Testing and feedback are the motors of students’ learning.

Testing has three crucial functions:

  1. The tests’ content and format strongly influence the students’ study behaviour;
  2. With the testing, the faculty guarantees that students can function at the desired level of competency;
  3. The students (faculty and teachers) receive feedback about the study results and progress.

 

Consequences:

  1. The test format, content and criteria are transparent and connected with the learning objectives and activities.;
  2. There are both summative and formative (or diagnostic) tests, primarily administered through the VLE. For example, students prepare a portfolio to reflect on their ‘professional’ progress;
  3. Students’ knowledge is tested during and after the course through the vle and in the classroom.

Design principle 7. IT is a must! 

  1. Improve the accessibility of available information for the students. New possibilities to present content, assignments, multimedia and up-to-date learning material should stimulate the students’ independent work;
  2. Preparation for the future. Almost all professionals work with digital hardware and software; not using it is not an option. Also, many students expect it in their education;
  3. With it, students can get more control (and responsibility) over their study activities. This is a crucial element of modern higher education.
  4. The students should learn to use ITedu tools and professional software and hardware effectively and efficiently in their studies;
  5. It supports students when a teacher is not available, but they need it.

 

Consequences:

  1. Ensure that ITedu tools work correctly;
  2. Offer extra explanations of complicated subjects;
  3. Encourage students and teachers to engage in interaction during the course.
  4. Provide more feedback through it;
  5. Facilitate students’ use of the internet, books, and articles.

Design principle 8. Possibilities for personal development.

  1. Most students have to learn to plan their studies, study texts (written and digital), learn from video presentations, work systematically and learn with all kinds of software and hardware;
  2. The primary feature of modern higher education is the increased responsibility of students for their studies. The teachers’ support and assignments decrease during the program (curriculum) (= scaffolding);
  3. During their studies, students require support in selecting their educational and professional paths. Students are supported in formulating their interests and plans and deciding on electives.

Consequences

  1. Support the start of the courses;
  2. Match prospective students to the course program.
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