2017 Fall Designing and Delivering Blended Courses – Effective Practices

Course Title:

Designing and Delivering Blended Courses – Effective Practices

Course Facilitators:

  • Jaya Kannan, Office of Digital Learning
  • Wendy Bjerke, Digital Learning Faculty Fellow
  • Colette Rossignol, Education Technologist, Office of Digital Learning

Course Duration:

A three part workshop series in fall 2017. 

Who can attend?

Full-time and adjunct faculty at SHU
Maximum number of faculty seats = 15
Last date for faculty to sign-up for this course - Monday, Oct 2, 2017

Registration is now closed. 

 Course Description:

Blended learning is an education program (formal or non-formal) that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student, with some element of student control over time, place, path, or pace. (Horn and Staker, 2014).

A blended course is not a simplistic combination of online and face-to-face sessions. To design and deliver it effectively, the course design calls for meaningful integration of the face-to-face and online sessions to meet your course goals and strengthen student learning outcomes. Keeping this challenge in mind, the Office of Digital Learning will offer a three-part workshop series on designing and delivering a blended course.

By the end of these workshop sessions, you will 

  • Learn about the fundamentals of blended course design principles
  • Explore ways to meaningfully integrate the digital environment for student engagement
  • Apply pedagogical strategies for promoting active learning
  • Design a new blended course or redesign an existing course

Course Schedule/Structure:

# Session dates Topic Session Info Session Type
1 Wednesday, Oct 11, 2017
12:30 pm to 2:00 pm

Blended Courses – an Overview

  • What is a blended course?
  • What characterizes a good blended course? Intro to design and delivery principles
  • Meaningfully linking the face-to-face and online sessions – challenges and solutions
  • Hands-on Activity – begin to work on a course blueprint
Face-to-Face, Room E259, Martire
2 Wednesday, Oct 25, 2017

Designing a Blended Course

  • Post a draft outline of your blended course on Blackboard
  • Peer Discussion 1 – course structure, how to meaningfully link the online and face-to-face components?
  • Peer Discussion 2 – promoting active learning – share/develop your ideas for using the digital environment
3 Wednesday, Nov 8, 2017
12:30 pm to 2:00 pm

Delivering a Blended Course

  • Delivering a blended course – strategies for teaching effectiveness
  • Hands-on Activity - Arriving at your blended course syllabus
Face-to-Face, Room E259, Martire

Consultation sessions:

We will offer 1:1 and small group consultation sessions during this course to support you through the course design and development. This is optional.

Recommended Readings:

Linder, K. E. (2016). The Blended Course Design Workbook: A Practical Guide. Stylus Publishing, LLC.

McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Retrieved from http://files.eric.ed.gov/fulltext/EJ982678.pdf on Sept 05 2016.

Pacansky-Brock, M. (2012). Best practices for teaching with emerging technologies. Routledge. http://www.amazon.com/dp/0415899397/ref=cm_sw_su_dp

Huang, R., Ma, D., & Zhang, H. (2008). Towards a design theory of blended learning curriculum. In Hybrid Learning and Education (pp. 66-78). Springer Berlin Heidelberg. http://link.springer.com/chapter/10.1007/978-3-540-85170-7_6#page-1

Open Educational Resources:

The following resources will be provided

  • Sample blended course syllabi
  • Check the website https://blended.online.ucf.edu for Blended Course Design strategies
  • The blended course rubric from the Online Learning Consortium


Prior experience with blended teaching is not a requirement. Attendance and participation in ALL the three sessions is required to complete the course.

Realistic Expectations:

Work time: about two hours of coursework per session, for three sessions.
Given that this course involves only three sessions, we want to be realistic in our expectations. You will arrive at an emerging framework for your course and design concrete activities. For a more detailed course development effort, it is highly recommended that you follow through with the Office of Digital Learning to continue to design and implement your course.

What resources will I need for this class?

A working computer, an Internet connection, and an eagerness to participate.


Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.