DSC_Blended_Learning_Framework_v2.1

— DSC Blended Learning Framework Angela Nicolettou, Zaina Nehme, Kellene Neilan & Mark Smithers October 2020

— Intro RMIT is committed to supporting blended learning to provide quality and flexible learning experiences to support the differing needs of students. Blended learning in the College of Design and Social Context (DSC) is an intentional combination of active face-to-face and enhanced online learning experiences across programs and courses. These experiences are intended to be transformational, meaningful and convenient. The following document provides an overview of the DSC blended learning approach including the key principles and design elements. Please note: DSC does not mandate a specific blended learning approach, but a whole of program approach with reference to these principles and elements, which allows schools to determine the required model for their particular courses.

— Blended Learning Principles DSC carefully and purposefully considers how students learn to drive the blended learn- ing approach. The following five principles are considered when designing programs and courses. Noting, blended designs will vary according to intended outcomes, student needs, context, discipline, mode of delivery and program considerations. Holistic The design and development of courses interact together to form the whole program. Teachers focus on skills and knowledge that is contemporary which ensures authenticity. Flexible Learning experiences are designed to be Co-created transformational and usable through the interaction of learning resources, activities and systems; while having empathy for learners’ emotions, core needs, pain points and motivations. Courses are collaboratively created by the program team and students coming together to share insights, discuss and influence important aspects of learning and teaching that matters to them Industry-Focused Courses have an industry focus. They are informed, practice related and reflect the combination of reflection and action in learning. This is achieved when clear links between theory and practice are established Connected A sense of belonging needs to be fostered and nurtured for the student experience to be transformative. At RMIT, belonging is defined as a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group.

— Blended Learning Elements These elements support the creation of transformational, meaningful and convenient blended learning experiences, that can be asynchronous or synchronous. Flexible Activity Based Creative Through technology-enhanced Driven by activity based learning, Learner agency provides learners experiences, the design and learners are actively engaged in the the ability to make and create delivery of programs is learning process. Carefully artifacts or digital representations underpinned by the diverse needs designing activities that learners of physical artifacts. This is of learners. This produces are encouraged to complete in empowering, transformational and self-directed learners with control order to develop their knowledge meaningful. over the time, place, mode and pace understanding and mastery of a This approach encourages maker of learning. concept or idea. based pedagogies, situated learning, experiential learning, and Collaborative Asynchronous constructivism. Learning experiences that promote Asynchronous learning experiences Learner-centred learners to work together to create allows students to access content and knowledge, solve a problem, or Learnersʼ knowledge, past complete projects. These activities to achieve learning experiences, education history and experiences are designed to be requirements within a flexible, ideas are placed at the centre of the engaging, social and active. learning experience. self-directed time frame. By shifting the focus from teacher to learners, the learning experience Synchronous becomes a more meaningful one. Synchronous learning experiences provide the opportunity for learners to engage and interact with others in real time. The learning experience is designed to be dynamic and engaging. Social Learning is a social activity and we encourage social learning pedagogies such as social constructivism, connectivism. The development of personal learning networks is encouraged