Abstract:

It has long been recognized that the creation of any teaching content can be enhanced if the development process follows a pre-defined approach, which is often referred to as an Instructional Design methodology. These methodologies typically define a number of stages, or phases, that an educator should undertake to help ensure the quality of the final teaching content that is developed. In this paper we present an instructional design methodology that is focused specifically on the introduction of blended resources into a heretofore bricks-and-mortar course. To achieve this, research was undertaken concerning a range of models of instructional design, as well as literature covering some of the key challenges and “pain points” of blending. Following this, our model, the BL-5D model, is presented which incorporates some key questions at each stage of this five-stage methodology to guide the development process. Finally, a discussion of some of the key themes and issues that have been uncovered in this work is presented, as well as a template for a blended learning case study that emerged from this approach.

The BLITT (Blended Learning International Train the Trainer) project is a trans-European research project whose goal is to encourage educators to use a blended approach in their teaching. It is designed to do this by using a ‘train the trainer’ approach to help create blended learning champions who will help train and motivate other educators. It also aims to collect and collate a series of case studies that document successes and failures in blended learning activities. To help achieve the goals of the project, a new model of instructional design has been developed specifically to help educators who are developing blended learning experiences for their students, where they are combining “the classroom and the computer” to provide the students with rich learning opportunities. In the following sections existing models of instructional design are presented, followed by a review of literature associated with some of the challenges of blending.

This research proposes a new model of instructional design for developing blended learning content. It is a five-stage model that maps closely to the ADDIE model, but is tuned specifically to blended content, and is based on the challenges identified in the review of literature presented above. It includes questions and prompts at each stage to aid the educator in developing high quality blended experiences. The model also includes aspects of the five-phase model proposed by the Hasso-Plattner Institute of Design (d.school), at Stanford, USA, as well as elements of the UK Design Council’s Double Diamond Model.

In the new model the stages are as follows:
- Discover: The is the Analysis stage where a gap analysis is performed.
- Define: This is the Design stage where different solutions are explored.
- Develop: This is the Develop stage where the teaching content is created.
- Deliver: This is the Implement stage where the content is presented to students.
- Decide: This is the Evaluation stage where the content and deliver are assessed.

As each of the stages start with the letter “D”, this model is entitled the Blended Learning Five D model, or for short, the BL-5D model.

Keywords:

Blended Learning, Challenges of Blended Learning, Design Methodologies, Instructional Design.