Design Document For Blended Course Design and Delivery

Design document for
BLENDED COURSE DESIGN AND DELIVERY
By Andrea Marshall
Purpose of the This course seeks to equip faculty with the knowledge, skills,
Course attitudes and tools necessary to develop and deliver quality
learner-centered blended courses.
Given blended course development and delivery training, faculty

will design blended courses that demonstrate alignment of learning
objectives, assessments, teaching methods and learning activities
while satisfying instructional design criteria; and will use specific
strategies to engage students in the learning process while
modelling best practices in blended course delivery.
This is a continuation of the project from EDUC 765 and EDUC

766. My ePortfolio link is http://amsmarshall766.weebly.com.
Audience The primary audience for the project will comprise full time and
Description adjunct faculty, but research assistants who work closely with
faculty, and administrative assistants may also be involved. These
male and female participants must hold an undergraduate degree
or higher, and must be employed in higher education for at least
one year. They will have varying experiences with course design,
and pedagogical training, experience with the LMS Moodle, and
varying levels of technological proficiency.
Major Course  Learners will be able to present an overview of blended

Objectives learning. (cognitive)
(Terminal &
o Define blended learning at their institution (cognitive,
Enabling)
knowing)
CBT_Design_Document_AMM 1 01/03/2019
o Outline the benefits and challenges of blended
learning (cognitive, analyzing)
o Differentiate between synchronous and

asynchronous activities (cognitive, understanding)
o Summarize two blended course models (cognitive,

understanding).
 Learners will be able to demonstrate mastery in writing

course goals and learning objectives. (cognitive, affective)
o Distinguish between educational goals and learning

objectives (cognitive, understanding)
o Outline the types of educational goals posited by

McTighe & Wiggins (2013) (cognitive, analyzing)
o Formulate measurable cognitive, affective and

psychomotor learning objectives using Bloom’s
taxonomy (cognitive, applying)
o Critique learning objectives developed by their peers,

and offer suggestions for improvement where
necessary (cognitive, evaluating; affective, responds
to phenomena).
 For the blended environment learners will be able to develop

assessment items that will gauge the achievement of the
learning objectives. (cognitive, affective)
o Discuss the benefits of assessments in blended

environments (cognitive, understanding)
o Identify various assessment tools (cognitive,
knowing)
o Create assessment items that align with the learning

objectives (cognitive, creating)
o Critique assessment items developed by their peers,

and offer suggestions for improvement where
necessary (cognitive, evaluating; affective, responds
to phenomena)
o Differentiate between an analytic and a holistic

scoring rubric (cognitive, analyzing)
o Construct an appropriate scoring rubric for a test

(cognitive, creating).
 Learners will be able to utilize instructional strategies and

tools that will facilitate the achievement of the learning
objectives. (cognitive, psychomotor, affective)
o Examine various instructional strategies and tools

(cognitive, analyzing)
o Justify the selection of named instructional strategies

and tools (cognitive, evaluating)
o Deliver effective presentations and demonstrations

(cognitive, applying; psychomotor, mechanism)
o Participate in online discussion forums (affective,

responding)
o Use technological tools effectively (psychomotor,

mechanism)
o Give timely feedback to peers. (cognitive, analyzing;
affective, responds to phenomena).
 Learners will be able to create learning activities that lead to

the achievement of the learning objectives. (cognitive)
o Formulate learning activities that demonstrate

student-content, student-instructor, and student-
student interactions (cognitive, creating)
o Implement learning activities that demonstrate

student-content, student-instructor, and student-
student interactions (cognitive, applying)
o Justify the placement of learning activities face-to-

face or online (cognitive, evaluating).
 Learners will be able to design a blended module that

demonstrates alignment of course elements. (cognitive)
o Identify specific strengths and weaknesses of their

course objectives, assessments, instructional
materials, activities and tools (cognitive, evaluating)
o Create a comprehensive course syllabus (cognitive,

creating)
o Create an engaging home page (cognitive, creating;

psychomotor, mechanism)
o Through weekly online journaling describe their

experiences with designing their blended module
(affective, responds to phenomena).
Project Objective  Formulate measurable cognitive, affective and psychomotor
(Enabling) learning objectives using Bloom’s taxonomy.
Learning The achievement of the intended learning outcomes for the course
Assessment for will determined by the utilization of a variety of assessment
Course methods. These will include: - quizzes, matching exercises,
discussions – both face-to-face and online, self-assessment, peer-
assessment, reflective journaling, and an authentic assessment in
which students will present a module for a blended course.
Formative assessment will be applied throughout the course.
Learning Learning assessment for this project will include dichotomous

Assessment for (true/false), multiple choice and multiple select questions, and drag
Project and drop matching exercises.
Instructional For this course a blended approach will be utilized for the delivery
Delivery method of the instruction. This modality was chosen because of the
for Course flexibility that it will afford faculty members who will carry their usual
(overall) workloads, research and community service responsibilities. In
addition, they will engage in experiential learning as they
experience a blended course from the learner’s perspective. This
should enable them to be empathetic with their own students when
they actually deliver their blended courses.
Instructional The instructional strategy that will be utilized in the project will
Strategy for comprise direct instruction, through tutorials, drill-and-practice, and
Project hypermedia.
Media Overall the media types that will be used in the RLO are:
 Text – used because it is the most common way to present

information
 Graphics: clip art, photographs, tables, diagrams. Graphic

presentations greatly enhance learning, especially for spatial
relationships and for objects and procedures that can be
visually depicted.
 Audio: volume, play, pause, replay. Audio is useful for

conveying temporal information and attracting attention
when the learner is not looking at the screen
 Video: YouTube
https://www.youtube.com/watch?v=DVp08nDAVog. This
video is used to summarize and reinforce the content.
508 508 accommodations for the RLO include:

Accommodations
 Alt text descriptions will be provided for each image
 Appropriate use of font type, size and color on the slides
 Audio content will be supported by transcripts
 Color schemes selected will follow the recommendations to

accommodate the visually impaired and blind
 Consistency in the design and layout of the slides
 Excessive movement or flickering of images will be
minimized
 Navigation will be executable from the keyboard
 Text will be supported by audio narrative
Course Structure The course will comprise six (6) modules and twelve (12) lessons
Description
as follows:
Module 1: Overview of Blended Learning

 Week 1:
o What is blended learning?
o Benefits and challenges of blended learning
o Synchronous and asynchronous activities
o Key considerations
o Planning your blended course
o Blended course models
Module 2: Planning your course from goals and objectives

 Week 2:
o Goals versus objectives
o Formulating course goals
 Week 3:
o Specific learning objectives
o Bloom’s taxonomy
Module 3: Assessment methods

 Week 4:
o Advantages of assessments in blended environments
o Advantages of face-to-face assessments
o Advantages of online assessments
o Types of assessments
 Week 5:
o Scoring rubrics
Module 4: Instructional strategies and tools

 Week 6:
o Direct and indirect instructional strategies
o Instructional methods
 Week 7
o Instructional materials online
o Tools that support engagement and active learning
Module 5: Learning activities

 Week 8:
o Types of interactions
o Content-driven learning activities
o Community driven learning activities
Module 6: Pulling it all together
 Week 9:
o The blended module
 Week 10:
o Constructing the blended syllabus
 Week 11:
o Usability from start to finish
 Week 12:
o The course home page
Seat Time of This course will be of 12 weeks duration
Course
Seat Time of The seat time of the project will be approximately 40 – 45 minutes.
Project
Project Scope Topics to be covered in this project are:
 Specific learning objectives
 Bloom’s taxonomy
Project Outline 1. Specific learning objectives
 Specific learning objectives, also called specific learning

outcomes are brief statements that indicate what learners
should know, be able to do, and the attitudes and values
that they should display following a lesson, unit or course of
study.
 They operationalize the course and by extension

program goals.
 Learning objectives are important for three main

reasons:
o They give learners a clear idea of what they are

expected to learn, and what is expected of them
after the session.
o They give the instructor a goal to achieve in

presenting the content
o They form the basis for evaluating the learner,

instructor and course.
 Learning objectives are written in the active voice and
consist of:
o A stem that identifies what the successful learner
will be able to “do”
o A verb that indicates as precisely as possible the
nature of the learning that is expected
o A word to indicate the topic or skill level required
o Words that indicate the context or standard of
performance that is expected
 Well written learning objectives are S-M-A-R-T
o Specific – focused on an exact category of
student learning. Clear direct language tells the
learner exactly what he or she should learn and
what he or she should be able to do at the end of
instruction.
o Measurable – data can be collected to judge
student learning. Discrete actions are displayed
so that an independent observer could watch the
learner’s performance and agree if it has been
satisfied.
o Attainable – the objective can be achieved given

the educational experience. The objective is
something that the learner has a chance of
completing or satisfying.
o Realistic – the objective is reasonable and

practical. The learner must see the value in
learning. Material that is irrelevant, unimportant, or
won’t be used should not be taught.
o Time-bound – can be realized within a given time
frame. The objective is something that the learner
will use in a timely fashion.
2. Bloom’s taxonomy
 Educators usually categorize learning objectives in
accordance with Bloom’s taxonomy. This comprises
classification systems that are used to define and
distinguish different levels of human learning in the three
domains of learning – cognitive, psychomotor and
affective domains. They are written as measurable
verbs that help to describe and classify observable
knowledge, skills, attitudes, and behaviors that students
should demonstrate as evidence of learning. Thus,
Bloom’s taxonomies express the levels of expertise
required to achieve student learning objectives. The
taxonomies were created in order to promote higher
forms of thinking in education, such as analyzing and
evaluating rather than just remembering facts (rote
learning). They are generally applied to inform or guide
assessments and instructional strategies as well.
Bloom’s taxonomy can be accessed at
www.nwlink.com/~donclark/hrd/bloom.html.
 The cognitive domain involves knowledge and

development of intellectual skills
o There are six (6) major categories of cognitive

processes, ranging in ascending order (bottom to
top) from simple to complex
o The original taxonomy was revised by Bloom’s
former student Lorin Anderson and David
Krathwohl
o The names of the six categories were changed

from nouns to verbs and the top categories
rearranged.
 The affective domain deals with the way in which we

deal with things emotionally, such as feelings, values,
appreciations, beliefs, motivations and attitudes.
 The psychomotor domain includes physical movement,

coordination, and use of motor skills
o Development of these skills requires practice
o They are measured in terms of speed, precision,

distance, procedures or techniques in execution.
o Psychomotor skills range from manual to complex

tasks.
Project Flowchart See Appendix 1 attached
Screens/Pages in The project will include 26 screens.

Project
Knowledge 1 Dichotomous (T/F, Y/N, etc.)

Checks or Other 1 Multiple Choice
Assessments or
1 Multiple Select
Practices
1 Drag and Drop
1 Custom – Learners will select words and phrases from a
Word Bank to formulate a measurable learning objective in
each of the domains of learning.
____Other – describe
Rollovers/click There are 13 Click Events

events
Course and  Navigation for the course will include paging buttons
Project Navigation (next, previous, home), menu, hypertext links, volume,
play, pause, and resources.
 For the RLO navigation will comprise paging buttons

(next, previous), hypertext links, volume, play, pause,
replay and resources.
Screen Layouts
Development iSpring is the authoring tool that will be used for the project.
Tools
Ownership The ID will develop the initial course; and maintain the course. This
course is being developed for the University of the West Indies,
Cave Hill Campus.
Development Time  Using the eLearning Guild’s e-Learning Development

Time Ratio Survey, an average asynchronous 15 minute
RLO takes 3.18 x 15 = 47.7 hours. Therefore assuming
that the RLO will be of 15 minutes duration, the
development time will be approximately 48 hours at the
minimum.
 Development time for the entire course will be at least 6

months.
Support The ID and Educational Technologist will serve as Subject Matter

requirements Experts for the project. Additionally the Educational Technologist
will assist with other aspects of development and delivery of the
course.
Project Please sign below indicating agreement with the proposed course
Sign-off [optional] plan and approving start-up of the storyboard and development
phases.
Instructional Designer Date
Project Manager/Sponsor Date
APPENDIX 1: RLO FLOWCHART
Enabling objective: Formulate measurable cognitive, affective, and psychomotor learning

objectives using Bloom’s Taxonomy.
Welcome
Introduction
Importance
Complete 4a, 4b & 4c in

any order, followed by
Review & Summary
4a.
Know
Characteristics of No about
SLOs
SLOs?
?
Less than 100% correct

Yes
Knowledge
Examples of SLOs
Check
100% correct
Know about
SMART SMART 4b.
Objectives No Learning
Explained Objectives?
Yes
Examples of SMART Knowledge

Learning Objectives
Check
100% correct
C. Bloom’s
Know Bloom’s 4c.
Taxonomy No
Explained Taxonomy?

Yes
Examples of Bloom’s Knowledge

Taxonomy Check
100% correct
Review and
Summary
Knowledge
Check
Final
Screen
EDUC 767 RLO Flowchart_AM
EDUC 767 RLO Flowchart_AM

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Design document for

BLENDED COURSE DESIGN AND DELIVERY

Given blended course development and delivery training, faculty

This is a continuation of the project from EDUC 765 and EDUC

Major Course  Learners will be able to present an overview of blended

o Differentiate between synchronous and

o Summarize two blended course models (cognitive,

 Learners will be able to demonstrate mastery in writing

o Distinguish between educational goals and learning

o Outline the types of educational goals posited by

o Formulate measurable cognitive, affective and

o Critique learning objectives developed by their peers,

 For the blended environment learners will be able to develop

o Discuss the benefits of assessments in blended

o Create assessment items that align with the learning

o Critique assessment items developed by their peers,

o Differentiate between an analytic and a holistic

o Construct an appropriate scoring rubric for a test

 Learners will be able to utilize instructional strategies and

o Examine various instructional strategies and tools

o Justify the selection of named instructional strategies

o Deliver effective presentations and demonstrations

o Participate in online discussion forums (affective,

o Use technological tools effectively (psychomotor,

 Learners will be able to create learning activities that lead to

o Formulate learning activities that demonstrate

o Implement learning activities that demonstrate

o Justify the placement of learning activities face-to-

 Learners will be able to design a blended module that

o Identify specific strengths and weaknesses of their

o Create a comprehensive course syllabus (cognitive,

o Create an engaging home page (cognitive, creating;

o Through weekly online journaling describe their

Learning Learning assessment for this project will include dichotomous

 Text – used because it is the most common way to present

 Graphics: clip art, photographs, tables, diagrams. Graphic

 Audio: volume, play, pause, replay. Audio is useful for

508 508 accommodations for the RLO include:

 Appropriate use of font type, size and color on the slides

 Audio content will be supported by transcripts

 Color schemes selected will follow the recommendations to

 Consistency in the design and layout of the slides

 Navigation will be executable from the keyboard

 Text will be supported by audio narrative

Module 1: Overview of Blended Learning

Module 2: Planning your course from goals and objectives

Module 3: Assessment methods

Module 4: Instructional strategies and tools

Module 5: Learning activities

Module 6: Pulling it all together

o The course home page

Project Scope Topics to be covered in this project are:

 Specific learning objectives

Project Outline 1. Specific learning objectives

 Specific learning objectives, also called specific learning

 They operationalize the course and by extension

 Learning objectives are important for three main

o They give learners a clear idea of what they are

o They give the instructor a goal to achieve in

o They form the basis for evaluating the learner,

o Attainable – the objective can be achieved given

o Realistic – the objective is reasonable and

 The cognitive domain involves knowledge and