The Blended Learning Design Tool (BLEnDT©) introduces an instructional framework for the design of blended learning approaches. It identifies the learning outcomes that lend themselves to interactive self-guided online learning, following an Instructionist approach. It also identifies the learning outcomes that are best suited for face-to-face delivery or online delivery following a Constructivist/Collaborative approach.

BLEnDT© guides the classification of learning outcomes under different learning domains (Bloom, 1956; Simpson, 1972; Dave, 1975 ; Harrow, 1972 and Anderson, et al, 2001), helping learning technologists, curriculum designers, academics and subject matter experts in the identification of the best blended learning approach according to the intended learning outcomes. Three different blended learning approaches are recommended. These approaches are suggested depending on whether the learning outcomes focus more on Instructionist activities (that are best delivered using self-guided materials), or learning activities that focus more on constructivist/collaborative activities that encourage learners’ discussion and reflection - either online or face-to-face.

Blog Post - Flipping Classrooms, Blended Learning and MOOCs - Learning Design in the 21st Century


Application of BLEnDT©

BLEnDT© is currently used by the e-Learning team for the design of Blended Learning activities at undergraduate medicine level. BLEnDT© is also been used in the design of Blended Learning activities for the new curriculum of the new Singapore Medical School created by Imperial College London and Nanyang Technological University: Lee Kong Chian School of Medicine.

The following video illustrates the implementation of BLEnDT© in the design of a Tutorial for Year 1 students supported by the use of iPads:

A Blended Learning Programme supported by the use of iPads

A Blended Learning Programme supported by the use of iPads

 


Publications

Toro-Troconis, M. (2015), ‘Why we should pay more attention to E-learning’. Journal of Health Specialties; 3:191-7

Morton, C., Toro-Troconis, M. (2015), ‘Innovation or a threat to traditional teaching: How do medical students perceive blended learning?’. In Proceedings of the Developing Health Educators for the Future. London Deanery, UK, 7 July.

Toro-Troconis, M., Hemani, A. and Murphy, K. (2014), 'Learning Design in the 21st Century – Blended Learning Design Tool (BLEnDT© & MOOC-it©). In Proceedings of the #designforlearning: from blended learning to learning analytics in HE. Open University (OU), Higher Education Academy Conference, The Open University Milton Keynes, UK, 26-27 November. Best Paper Award!

Toro-Troconis, M., Bennie, T., Hemani, A., Parvizi, N., Murphy, K. (2014), 'Designing a Blended Learning Tutorial for Undergraduate Medical Education supported by the use of iPads'. In Proceedings of the Medicine 2.0 '14, Malaga, Spain, 9-10 October.

Toro-Troconis, M., Bennie, T., Hemani, A., Parvizi, N., Murphy, K. (2014), 'A Blended Learning Tutorial supported by the use of iPads'. Town Hall Meeting, 19th February 2014 - Shaping the Future of eLearning at Imperial. London, UK.

Toro-Troconis, M., Hemani, A. (2012), ‘Introduction to BLEnDT©: Blended Learning Design Tool. An instructional framework for the design of Blended Learning courses'. In Proceedings of the 19th international conference of the Association for Learning Technology (ALT-C 2012), Manchester University, UK, 11-13 September.

Toro-Troconis, M., Hemani, A. (2012), ‘Application of BLEnDT©: Blended Learning Design Tool in the curriculum of The Lee Kong Chian School of Medicine and Imperial College Faculty of Medicine’. In Proceedings of the International Association for Medical Education (AMEE 2012), Lyon, France, 25-29 August.