Page 229 - BLENDED LEARNING

Table 1: Neumeier’s (2005) framework
Parameter Individual descriptors
1. Mode (typically face-to-face and CALL) • Focus on mode
• Distribution of modes
• Choice of modes
2. Model of integration • Sequencing of individual modes
• Level of integration
3. Distribution of learning content and objectives • Parallel or isolated
and assignment of purpose
4. Language teaching methods • Use of teaching methods in each
of the modes employed
5. Involvement of learning subjects (students, • Interactional patterns: individual vs
tutors and teachers) collaborative language learning activity
• Variety of teacher and learner roles
• Level of autonomy
6. Location • Classroom, home, outdoors, computer room,
institutional settings

Other authors recommend that course designers approach the design process in
stages. Beetham and Sharpe (2007: 7), for example suggest a four-step process:
■ ■ Investigation – who are my users and what do they need? What principles and
theories are relevant?

■ ■ Application – how should these principles be applied in this case?
■ ■ Representation or modelling – what solution will best meet users’ needs?
■ ■ Iteration – how useful is it in practice? What changes are needed?
Another example is provided by Jones (2007) cited in Gruba and Hinkelman
(2012: 30) who suggests that designers consider ‘an educational programme as a
three-part structure that operates on a micro, meso and macro level’, within which
the designer has different considerations at each level.
Faced with this range of differing advice on how to approach blended learning
course design, which is not always as accessible, comprehensive or practical as it
could be, it is challenging for a designer to know where to begin. With this in mind
I will draw on the advice given in the literature, largely though not exclusively from
Neumeier’s (2005) framework, and supplement it with supporting evidence from the
case studies in this book. In recognition of Beetham and Sharpe’s (2007) stages I will
organise it under four headings:
1. Context
2. Course design
3. Learners, teachers and tutors
4. Evaluating and developing the blend.

226 | Conclusion