Blended Learning Strategy Training Course

Participants can define measurable outcomes and align content, activities and assessment evidence.

• Bloom’s revised taxonomy specifies measurable cognitive and performance outcomes
• Constructive alignment connects outcomes, activities, evidence and assessment criteria
• Backward design starts with workplace evidence before selecting learning activities
• Performance-based objectives state conditions, behaviours and acceptable performance standards
• Curriculum maps sequence prerequisites, reinforcement points and spaced retrieval opportunities
• Content triage removes low-value material from limited contact and online time

Participants can assign appropriate learning activities to classroom, live online, self-paced and workplace modes.

• Blended learning models compare flipped, rotation, flex and enriched virtual approaches
• Modality selection matches learning tasks with interaction, practice and support needs
• Learning journeys connect pre-work, live sessions, application and reinforcement
• Synchronous sessions prioritise discussion, coaching, decisions and complex practice
• Asynchronous study supports knowledge acquisition, reflection and self-paced rehearsal
• Workplace assignments convert course concepts into observable performance improvements

Participants can design accessible digital learning materials that support varied learner needs.

• Universal Design for Learning offers multiple means of engagement and representation
• Chunking techniques organise digital content into manageable learning sequences
• Storyboard formats specify screens, interactions, media and learner decisions
• WCAG 2.2 principles guide colour, captions, headings and keyboard access
• Microlearning assets address single performance tasks with focused practice
• Copyright checks govern reuse of images, video, articles and course materials

Participants can facilitate active, inclusive learning in physical and virtual environments.

• Facilitation plans allocate explanation, practice, feedback and reflection time
• Opening protocols establish expectations, participation norms and psychological safety
• Questioning techniques use wait time, probing and cold-call alternatives
• Virtual room management coordinates chat, polls, breakout rooms and shared boards
• Demonstrate-practise-feedback cycles build procedural confidence and performance accuracy
• Contingency plans address platform failure, low bandwidth and participant absence

Participants can build structured interaction and support systems across a blended programme.

• Community of Inquiry integrates teaching, social and cognitive presence
• Discussion prompts require evidence, comparison, judgement and professional reflection
• Peer review protocols use criteria, examples and constructive response language
• Collaborative tasks define roles, outputs, deadlines and accountability arrangements
• Learning communities sustain participation through scheduled prompts and facilitator presence
• Support pathways route technical, academic and wellbeing issues appropriately

Participants can design valid assessments and feedback processes for blended learning.

• Assessment blueprints align outcomes, evidence types, criteria and weighting
• Formative checks identify misconceptions before high-stakes performance assessment
• Rubrics distinguish performance levels using observable quality descriptors
• Feedback models combine timely comments, feedforward and learner self-assessment
• Authentic assessment uses workplace scenarios, products and professional decisions
• Academic integrity controls address identity, authorship, collaboration and source attribution

Participants can specify platform processes and use learning data to improve delivery.

• Learning management system requirements cover enrolment, access, tracking and reporting
• Course shells organise schedules, resources, submissions, announcements and support links
• SCORM packages record completion, scores and learner progression data
• xAPI statements capture learning activity beyond the learning management system
• Learning analytics dashboards distinguish participation, completion, performance and engagement measures
• Data governance addresses consent, retention, access permissions and reporting boundaries

Participants can prepare people, processes and communications for blended learning implementation.

• Implementation roadmaps sequence design, build, pilot, rollout and review milestones
• RACI matrices assign accountability for content, facilitation, support and approvals
• Faculty readiness checks identify digital confidence, workload and development needs
• Pilot criteria test learner access, timing, content clarity and technical reliability
• Change communications explain delivery changes, learner expectations and support arrangements
• Risk registers record probability, impact, mitigation actions and ownership

Participants can evaluate blended learning results and prepare an evidence-based application plan.

• Kirkpatrick Model measures reaction, learning, behaviour and organisational results
• Evaluation questions identify decisions that evidence must inform after delivery
• Baseline measures establish starting performance before programme implementation
• Survey design avoids double-barrelled questions, leading language and response bias
• Review cycles use learner data, facilitator observations and stakeholder feedback
• Application plans define priorities, owners, milestones, measures and first actions