This document provides information and guidance about designing blended learning experiences. It discusses blended learning and why it is effective. It also introduces two models - the Absorb-Do-Connect model and the ABC (Arena Blended Connected) model - that can be used to design the learning activities in a blended format. The workshop guides participants through creating a storyboard for a blended learning module or lesson by determining the learning outcomes, including different activity types from the models in the optimal blend, and testing the prototype with students.

1. WORKSHOP ISB STUDYDAY
COMMUNICATION STUDIES (CS)
DESIGN YOUR OPTIMAL
BLEND

2. CONTENT
• Blended learning
• Why blended learning
• My experiment
• BLOOM your blend
• Design principles for blended learning
• Design models for blended learning
• To your practice… create a storyboard
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3. 3
Go to www.menti.com and use the code 1061 3593

4. BLENDED LEARNING
Blended learning is an efficient, effective and attractive mix of learning
activities, in which participants actively work with learning content in
different learning environments. They do this individually and in
interaction with each other and with experts, supported by technology.
This mix consists of moments when everyone sees each other (online)
(synchronously) and activities that you can plan yourself
(asynchronously).
(Hulsebosch & Wagenaar, 2021)
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5. ACTIVATE STUDENTS INTO ADAPTIVE
EXPERTS & MORE MOTIVATED LEARNERS.
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WHY BLENDED
LEARNING
FOR ME?

6. 6
FUTURE OF EDUCATION?
YOUR VISION?

7. TASKS
Studying, assignments for school,
student life, friendship and family.
Being in physical contact and
interaction with others, learning
from each other.
INFLUENCES
Online education can reduce the
ecological footprint of students
by traveling less (crossing
borders without crossing
boarders). Social media no
longer holds any secrets for
students. They are influenced by
all kinds of social influencers
(within their social media
bubble). They hardly use
traditional media (newspaper &
television).
OVERALL GOAL
Would like to have more
influence on what they learn.
Want a blend of online and
offline learning. More
interaction, both online and
offline more room for
personal interests.
PAIN POINTS
Fully online education is very
lonely and difficult. Students
learn less well because they
need interaction. They want
to learn from each other.
FEELINGS
HAN is lagging in hybrid
education. They already
know many tools that can
make education more
interesting and personal
online & offline. Students
feel themselves extremely
tech-savy and believe that
they are at the forefront of
this compared to their
teachers.
ISB STUDENTS

8. TASKS
Teaching/ motivating/
coaching
INFLUENCES
I consider myself tech-savy
and interested in new
technology. I follow the
discussions about new
education on social media
and in traditional media such
as the newspaper and
television.
PAIN POINTS
Less is more… more and more
difficulty with the use of external
platforms outside HAN because of
privacy. After lockdown we forgot
online again, and classes are as
usual.
FEELINGS
Lecturers want to use more
ICT in education, but do not
know all the tools. They want
HAN to offer workshops. There
are concerns that the online
world is replacing the real
world, especially during the
lockdown. Difficult to activate
students online.
ISB TEACHERS
OVERALL GOAL
More online means more room for
personalization!
Working more with learning journeys
drawn up by the students themselves.
Future learning should be a mix of
online & offline where students
experience ownership of their own
learning process.

9. New module
Old module
EXPERIMENTING WITH BLENDED LEARNING IN MY
OWN TEACHING PRACTICE
• Knowledge lectures
• Homework for teams
• Prepare literature before class
• Teacher shares knowlegde
• Knowledge clips (max 5-10 minuten)
and/ or literature to prepare before
class
• Knowledge activation with ICT tools
(Teams, mentimeter, Socrative)
• Workshops in class (barly any
homework)/ community buidling
• Teacher as ‘guide on the side’
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10. 10
TAKE AWAYS

11. RESULTS IMI TEST
1. Students find the Elective Branding & Strategy Design fun and interesting module.
2. Students feel more motivated when they are active in class
3. Students are confident about their work.
4. Students feel comfortable during the workshops.
5. Students have consciously (themselves) opted for the Elective.
6. Students are satisfied with their efforts during the workshops.
7. A few found the workshops boring, but the majority were satisfied.
8. Students felt that the level of knowledge matched what they had to do in the workshops
to do.
9. 80% of the students have watched more than 75% of the knowlegde clips.
10. 79% of students liked that the module worked with knowledge clips. 16% is neutral
about this. 5% didn't like it.
11. 82% of the students liked that in the module ICT tools such as Padlet, Mentimeter and
Socrative have been used.
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12. TOWARDS YOUR BLEND
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13. REMEMBER BLOOM?
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14. CONNECT BLOOM WITH BLENDED LEARNING
• Asynchronous: what can students do in their
own time (alone or together) to get the most
out of the synchronous contact moments?
• Synchronized online: what can you do with
online distance learning better (than before)?
• Synchronized physical (f2f): what must take
place physically (in contact, on location),
what cannot be done online? Where is your
guidance needed?
14 CC BY-NC 4.0

15. 7 DESIGN PRINCIPLES TO DESIGN YOUR BLEND
1. Connect synchronously with asynchronously
2. Use pull next to push
3. Blend social context
4. Personalize learning
5. Stimulate social learning
6. Nudge & Chunk
7. Spaced practice
On the teams WIKI you can learn briefly about all the 7 design principles.
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On Teams there is a wiki
with inspiration for each of
the design principles.

16. MODELS TO DESIGN YOUR BLEND
1. Absorb-Do-Connect
2. ABC Model
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17. 1. ABSORB-DO-CONNECT MODEL (WILLIAM HORTON 2012)
You need 3 types of activities to blend your materials:
1. Absorb activities: offer new knowledge to participants
that ‘absorb new knowledge’. Use different formats like
knowledge clips, articles, screencasts, infographics or
just plain text.
2. Do activities are activities in which the learner can
actively process the knowledge. Think of a quiz, an
interactive video, a practical case, role-playing.
3. Connect activities: make the connection to practice.
How can you ensure that students apply what they have
learned? Working out loud, practical assignments, peer
feedback on the performance of work.
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18. 2. ABC MODEL (ARENA BLENDED CONNECTED)
• Acquisition /absorb (listening, reading,
watching)
• Collaborate / do (practice together, produce
together)
• Discussing / connect (exchanging opinions
and experiences)
• Investigate/ do (explore, compare, analyse,
criticize, reflect)
• Practicing/ do /connect(e.g. making
assignments, performing tasks, getting
feedback)
• Producing / do /connect (creating models,
essays, designs, videos, etc)
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19. WORKSHOP DESIGN YOUR BLEND STEP BY
STEP
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1
• You may work in groups, pairs or solitary. Choose a module or lecture to start your blend.
2
• Determine the focus. Look at the desired result and formulate together in 140 characters
(a tweet) the essence of the learning intervention of your lesson (or module) and put it on
top of your storyboard. (tip: use your learning outcomes and BLOOM).
3
• Make a spider web with the six learning types. To what extent do you want to include
'collaboration' in your design? And how important does your 'practice' seem to achieve
the desired result among participants?
4
• Create a visual storyboard for the path the students will take ('the learner journey’). Use
the excel with didactic work forms. You determine the order of the learning activities.
5
• Again, create a spider web describing the extent to which the learning types are included
in the storyboard. How does this spider web relate to the web outlined earlier? Are you
satisfied with it?

20. TEST YOUR PROTOTYPE WITH YOUR STUDENTS
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LET'S KEEP
EACH OTHER
IN THE LOOP!

21. 21
Ingeborg.vandenheuvel@han.nl
QUESTIONS?