Topic 4. Design for online and blended learning


I find topic 4 about ‘’Design for online and blended learning’’ very interesting and a good way to wrap up before the end of this course. I have studied about blended learning before and I find it interesting to apply it in the online course.

The scenario in this topic included designing an online course for students who are in the transition from high school to university level about what university study means and how it is different from high school. My group and I decided to use the whiteboard tool first, but it was hard for us and we face different problems in using such tool. Then we decided to do a normal slides presentation as we have limited time for this topic. I learned a lot from my group and I find it very interesting to work in team for the online course. It is very different from traditional classroom and face-to-face teamwork. I enjoy it and learn more everyday how to work in team online. We exchanged many ideas and tried different tools together. Through this course (ONL 162), I learned a lot about how to design an online course considering constructive alignment.  The reading materials and videos in this topic and the previous topics are very useful and helped me a lot to understand and go through the process of online course. Now we should add the last touch through applying the constructive alignment framework where we align the learning outcomes with the activities and assessment(s).

In addition, I find ADDIE model instructional strategies a very useful model that included all the stages we need in developing an online blended learning course such as analysis, design, development, implementation and evaluation (jclarkgardner, 2011). Analysis stage includes instructional goals, instructional analysis, learner analysis and learning objectives (jclarkgardner, 2011). While design stage includes design assessment, choose a course format, and create an instructional strategy.

Regarding the scenario for topic 4 we applied the ADDIE model and here are examples of each stages. First, in the analysis part, we analyse the students and course context such as what type of students we have and issues related to the course such as time-span. Second, we identify the Learning objectives for the course such as what it is to study at University and how it is different from studying at secondary school.  Third, identify the intended learning outcomes, such as ‘’by the end of this course, students will be able to take responsibility of their own learning and plan their time’’. Forth, design learning activities such as arranging an introductory Webinar to introduce the course and divided into groups to work. Fifth, design assessment where students present their work and get feedback from peers and the teacher. Finally, evaluate the pros and cons of the course design.

The video made by Alfred Birkegaard (2014), about collaboration in learning shows how important it is to collaborate and adapt to the change in education and learning system. It also hint that the system we use in schools to teach our students have been used for the last 200 years and it does not work well at the moment with fast technological changes that change everything in our life including education system. Therefore, we have to adapt with the changes and find better ways to teach our students. For example, in the topic 4 scenario in NOL 162 course, the current generation of high school graduates, that are native digital learners, should use the new educational technology such as online learning and MOOC. I believe that will help them to learn and collaborate as it fit this generation who is born and good at using technology.


Alfred Birkegaard (2014), Beautiful documentary about collaboration and learning.

Bates, T (2016). The 10 Fundamentals of Teaching Online for Faculty and Instructors. PDF available here.

Gwenna Moss Centre for Teaching Effectiveness (2013, August 29). Constructive Alignment [Video file]. Retrieved from

jclarkgardner (2011, June 11) ADDIE Model Instructional Strategies [Video file]. Retrieved from

The Guardian,The transition from school to university. Retrieved 11/26/2016 from




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