This is the presentation that I gave at the SAAHE conference in 2015.

1. Design principles for
developing blended learning
environments
Michael Rowe
Department of Physiotherapy
University of the Western Cape

2. Background
Technology in education is about engendering
transformative learning.
Wilson, Parrish, & Veletsianos (2008)
It is not about reinforcing current educational
structures and making them more efficient.
Veletsianos (2011)
Or, about controlling access to expert knowledge.
Herrington et al., 2009

3. Blended learning
Integration of online & physical spaces;
where the learning experiences move between
spaces;
and the teacher makes use of the affordances of
each space;
to achieve objectives that would be difficult – or
impossible – to do otherwise.

4. Aim
The aim of this project was to develop a
practical framework for the design and
implementation of a blended learning
approach in the context of health
professions education.

5. Method
Design-based research adapts to the non-linear
dynamics of complex systems, and does not lead
to judgements based on performance against
predetermined criteria.
Herrington, Reeves, & Oliver (2010)

6. Phase 1: Problem analysis
Phase 2: Development of
solutions
Phase 3: Iterative testing
Phase 4: Design principles

7. 1. Facilitate interaction
Interaction can be between people, content and
devices
Digital content is not inert; transforms interactions
by responding and adapting over time
Content is a framework around which interaction
can take place; can be distributed over networks
and devices
Interaction happens in a range of contexts; not
limited to time or space

8. 2. Require articulation
Articulation gives form & substance to ideas;
exposes understanding
Committing to a statement, supported by evidence
Public accountability
Allows thinking to be challenged / reinforced
Incomplete understanding is not a point of failure

9. 3. Build relationships
Knowledge can be developed through interaction
between people, content and devices, over
networks
Relationships are built in collaborative activities
where responsibility for learning is shared
Facilitators are not gatekeepers; they are
locksmiths
Create a space where “not knowing” is as
important as “knowing”
Relationships = changing power differentials

10. 4. Embrace complexity
Develop spaces that are more, not less, complex
Create activities that have poorly defined
boundaries that defy simple solutions
Reflect the dynamic & complex environments in
which graduates must practice
Incorporate multiple perspectives

11. 5. Develop artifacts
Artifacts representative of personal knowledge
creation
Created through iterative activity that includes
discussion and feedback
Should be progressively shared with others;
enables interaction around products & process
Scaffolding for development of artifacts should be
appropriate to the students' level

12. 5. Incorporate feedback
Feedback is integrated into the activity, not tacked
on at the end
Feedback is a step towards another activity, or an
iteration of the previous one
Feedback should be given by peers as well as
facilitators

13. 6. Stimulate reflection
Reflection should be built in from the start
It should have a consequence; the outcome of the
reflection should be an action towards an
objective
Must be modelled by the facilitator
Should be shared with other students
The value of the reflection is determined by the
student, not the facilitator

14. 7. Acknowledge emotion
Create a non-judgemental space for students &
facilitators
Validate students emotional responses
Facilitators should share personal values and their
own emotional response, normalising and
scaffolding the process
Cover sensitive topics in face-to-face sessions

15. 8. Design for flexibility
Anticipate change and design the learning
environment to respond to it
The learning environment should be flexible
enough to adapt to students' needs but
structured enough to scaffold their learning
Facilitators should be flexible so that they too can
adapt

16. 9. Immersion
Activities should be cognitively real
They should enable students to think and behave
as they would in the real world
Activities should use the social norms and
discourse of the profession to introduce
students to the culture of the profession

17. Conclusion
Design-based research is a useful method of
conducting research in the educational context.
These guidelines represent a generic framework
for the development of blended learning
environments
They are agnostic with respect to technology
They highlight that the relationship between
teacher and learner is paramount.

18. Thank you
mrowe@uwc.ac.za
@michael_rowe
mrowe.co.za/blog