About the Course
According to Dewey (1916), "the engagement of the imagination is the only thing that makes any activity more than mechanical". Engagement, in the context of learning, refers to the "emotional and mental energy that students are willing to expend during a learning experience" (Stein & Graham, 2014). Numerous studies have shown that "academic achievement is positively influenced by the amount of active participation in the learning process" (Graham et al., 2007). This 18-hour course focuses on guiding participants through an evidence-based approach to design and develop blended modules that aim to engage learners. Examples of how these principles and strategies are instantiated in various disciplinary domains in university settings will be shared at the session.
Please refer to this page for details about the course structure.
BL Course Part 1: What is Blended Learning, Flipped Classroom?
In this first session, participants will investigate the affordances gained of using appropriate technology tools to enhance learning in our specific disciplinary domains. We will discuss a variety of blended learning models before deepening our understanding of flipped classroom in particular. We will reflect on the fundamental principles that underpin the flipped classroom. We will outline methods to support the migration of lessons into an online format and demonstrate some tools aimed specifically at supporting the technology needs of flipped classroom.
Please refer to this page for details of Part 1.
BL Course Part 2: Constructive Alignment and Intended Learning Outcomes
This interactive session aims to enable participants to apply a set of pedagogy-based guiding principles to design modules in a blended approach and construct good module intended learning outcomes (ILOs).
Please refer to this page for details of Part 2.
BL Course Part 3: Incorporating Active Learning to Engage Students with Pre-class and In-class Activities
Participants will be introduced to the key concepts relating to a cognitive framework for active learning, known as the ICAP framework. Various strategies to engage students during online and face-to-face lessons will be explored in this workshop. In addition, hands-on opportunities are provided for participants to design their own flipped lesson.
Please refer to this page for details of Part 3.
BL Course Part 4: Peer Review on Lesson Plan
Participants will have the opportunity to draft a plan of how a unit within a module could be designed in a blended mode. Participants will then share the draft plan and review at least one other peer’s plan and provide feedback. All activities for this topic will be carried out in an asynchronous mode.
Please refer to this page for details of Part 4.
BL Course Part 5: Development of a Prototype
In this session, participants will focus on one small unit/lesson that they wish to redesign as an online resource. Participants will be guided through the process of drafting their storyboards. In the afternoon, participants will explore tools to help them to translate storyboards into working prototypes.
Please refer to this page for details of Part 5.
BL Course Part 6: Gallery Walk
In this final session, participants will have the opportunity to showcase the prototype of a unit within a module they have designed and developed in a blended mode.
Please refer to this page for details of Part 6.
- Jeanette CHOY, Senior Education Specialist, CDTL
- Adrian LEE, Deputy Director, CDTL
- HO Wanyun, Education Technologist, CIT
- NARAYANAN Shyam, Senior Associate Director, CIT
- Charina ONG, Senior Education Technologist, CDTL
- Kenneth Gerard PINTO, Lead Education Technologist, CIT
- Alan SOONG, Associate Director, CDTL
- WEE Ying Qin, Education Technologist, CIT
For further information, please contact: