These slides were used in my presentation at JALTCALL 2014 on June 7, 2014 in Nagoya, Japan. I start by asking participants to question their own assumptions about learning (i.e. their ontological and epistemological beliefs), go on to present four frameworks for thinking about curriculum/course design, and then proceed to some examples. The presentation highlights the work of L. Dee Fink (2002) on Significant Learning Experiences.

1. Designing Blended
Learning Experiences
Brent A. Jones

2. Worldview (Ontology) Theory of Knowledge (Epistemology)
Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known
Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument
Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co-
construct understandings
Critical/Feminist The apprehended world makes a material difference in terms of
race, gender and class
Knowledge as subjective and political; Researchers’ values frame
inquiry
Poststructuralist Order is created within individual minds to ascribe meaning to a
meaningless universe
There is no “Truth” to be known; Researchers examine the world
through textual representations of it
Worldview & Theory of Knowledge (adopted from Hatch, 2002)

3. Nuremburg Funnel
I hope we agree that this
approach to education does
NOT work.

4. Pragmatic Paradigm
Frameworks
Blended Learning
Examples

5. Frameworks
(for conceptualizing and undertaking curriculum/course design)
Change Management
21st Century Skills
Significant Learning Experiences
Experience Economy

6. Change
Management
John Kotter

7. 8 Step Process of
Successful Change
- Create a Sense of Urgency
- Pull Together the Guiding Team
- Develop the Change Vision and Strategy
- Communicate for Understanding and Buy In
- Empower Others to Act
- Produce Short-Term Wins
- Don’t Let Up
- Create a New Culture
Kotter, 2002

8. Haidt, 2006
Heath & Heath, 2010

9. --DIRECT THE RIDER
Follow the Bright Spots.
Script the Critical Moves.
Point to the Destination.
---------------------MOTIVATE THE ELEPHANT
Find the Feeling.
Shrink the Change.
Grow Your People.
-------------------------------------SHAPE THE PATH
Tweak the Environment.
Build Habits.
Rally the Herd.
Heath & Heath, 2010

10. 21st Century Skills (Partnership for 21st Century Skills, n.d.)

12. Significant Learning Experiences (Fink, 2003)

13. Backward Design
What’s important now and years after the
course?
What should students do in the course to
succeed?
Forward Assessment
Imagine students in a situation where they
would use the knowledge and/or skills.
Focus the learning on realistic meaningful
tasks.
Significant Learning Experiences (Fink, 2003)

14. 1. Identify important situational factors.
2. Identify important learning goals.
3. Formulate appropriate feedback and assessment procedures.
4. Select effective teaching and learning activities.
5. Make sure the primary components are integrated.
Initial Phase: BUILD STRONG PRIMARY COMPONENTS

15. 6. Create a thematic structure for the course.
7. Select or create a teaching strategy.
8. Integrate the course structure and the instructional strategy
to create an overall scheme of learning activities.
Intermediate Phase: ASSEMBLE THE COMPONENTS
INTO A COHERENT WHOLE

16. 9. Develop the grading system.
10. Debug the possible problems.
11. Write the course syllabus.
12. Plan an evaluation of the course and of your teaching.
Final Phase: FINISH IMPORTANT REMAINING TASKS

17. Significant Learning Experiences (Fink, 2003)
Castle-Top Model
Possible to Flip

18. The Experience Economy (Pine & Gilmore, 1999)
Progression of Value

19. Realms of Experience
The Experience Economy (Pine & Gilmore, 1999)

20. Curtis Bonk

21. Face-to-Face
Learning
Online
Learning
Blended
Learning

24. Jonathan Bergmann
Aaron Sams

25. Examples
Convergent/Divergent Tasks
Peer Teaching
Project Management
Web Searches
Self Study
Your Ideas

26. Convergent/Divergent
Tasks

27. Convergent/Divergent
Tasks
ClipRead

28. Convergent/Divergent
Tasks

29. Peer Teaching
Educreations

30. Peer Teaching
Explain Everything

31. Project Management

32. Project Management

33. Web Searches

34. Self Study
Quizlet

35. Self Study

36. Your Ideas
#1
#2
#3

37. First Principles of Instruction
Merrill (2006)
The demonstration principle: Learning is promoted when learners
observe a demonstration
The application principle: Learning is promoted when learners apply
the new knowledge
The activation principle: Learning is promoted when learners activate
prior knowledge or experience
The integration principle: Learning is promoted when learners
integrate their new knowledge into their everyday world
The task-centered principle: Learning is promoted when learners
engage in a task-centered instructional strategy

38. Examples
Global Challenges
Study Skills & Extensive Reading
Japan Studies
Appreciative Inquiry Project

39. Not an "easy out"
DIY Students (Teaching students to make
best use of our educational offering)
Changes Teacher's Role
Role model, cheerleader, resource, workshop
facilitator
OTHER CONSIDERATIONS

40. www.brentjones.com

41. Extra Slides

43. Kemp Model

53. Abstract: This workshop will walk participants through the course
design and development process, with an emphasis on blended-
learning curriculum for Content and Language Integrated
Learning (CLIL) contexts. Highlighting the work of L. Dee Fink
(2003) in the area of Significant Learning Experiences, we will
explore the different types of learning in Fink’s Taxonomy
(foundational knowledge, application, integration, human
dimension, caring and learning how to learn) while familiarising
ourselves with his course design framework. Participants will be
challenged to consider how each phase of this framework can
inform and influence their own course design decisions, specifically
the creation, adoption or adaptation of materials and methods to
promote the acquisition of a new language as well as broader 21st
century skills.

54. Using examples of courses recently developed for a content-based
English language program for university students in Japan, the
presenter will discuss how Fink’s concepts of backward design
(what’s important now and years after the course, and what should
students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the
knowledge/skills, and focusing the learning on realistic meaningful
tasks) have helped in both revamping existing courses and
developing new ones. Participants will go away with several job aids
to assist them in their own curriculum, course and lesson planning
endeavours