Design Pattern for a blended learning solution

Problem
Dr Smith teaches in Law Faculty of a university. Every year, he has about two dozen international students whose first
languages are not English. Dr. Smith is interested in exploring effective ways to improve the linguistic skills of ESL law
students while introducing them to Australian law and the legal system. Recently, the faculty granted Dr Smith a teaching
improvement grant of $10,000. You, as an instructional designer, are retained by Dr. Smith to design a blended learning
module to teach ESL students contract drafting skills while improving linguistic skills (with focus on word choice, sentence
structure, and paragraph structure).
Students will require to study in a 10 hr per week for 12 weeks blended learning programme.

Analysis
1) ESL students need to learn contract drafting skills while improving linguistic skills (with focus on word choice,
sentence structure, and paragraph structure.
2) Trasler (2002) states that flexibility - therefore blended learning - suits the individual student's needs and preferences for
study style.
3) Stone (2008) warns against creating blended learning programs that use off the shelf products that are not customisable
enough to integrate seamlessly into the face-to-face classroom. A holistic solution is required if the students are to use and
benefit from the technology. Therefore we have decided to use 'The Holistic Model for Blended Learning'.
4) A factor however, is cost. The funds allocated of $10,000 may not stretch to a more customisable LMS solution (such as
the successful Barclay's blended learning model as Trasler (2002) discusses). Although these can be coded at a server level,
and so are more seamless to use for the students (Stone, p. 67) a cost effective Moodle template will be used to fit within
budget.

Solution

We propose using a Moodle platform comprised of 3 sequential activity based learning with topics on contract
drafting skills, improving linguistic skills and Wikispace writing pages.
We propose a more holistic method, as endorsed by Stone (2008) whereby the Moodle activities "blend and
support existing classroom practices" (p.68-69) by sequencing with the weekly syllabus. Therefore, textbook
chapters will mirror the online theory and activities.
Students will have face-to-face instructor led classroom lessons based upon a 12 module textbook.
Students will have access to the Moodle for Self-Study (homework) activities. These will be sequential in that it
will revise the two content areas that had been taught in the classroom, before being allowed onto the Wikispace
writing pages.
The Moodle activities will consist of quizzes and content to reinforce the face-to-face content.
Through Moodle students are able to peer assess each other's work to aid the learning process.

FACE-TO-FACE INSTRUCTOR-LED CLASSROOM LESSONS

(6hrs total)
Mon-Wed 2hr lessons
INDIVIDUALLY PACED SELF-STUDY
(approx. 1 hour task)
1) Page 1: Contract drafting skills
a) theory section (which summarises key learning points from their text book in an interactive way) leading onto:
b) practice activities (such as quizzes, matching exercises etc.)
INDIVIDUALLY PACED SELF-STUDY
(approx. 1 hour task)
2) Page 2: Linguistic skills theory and practice
a) theory section (which summarises key learning points from their text book in an interactive way) leading onto:
b) practice activities (such as quizzes, matching exercises etc.)
PEER SCAFFOLDING - WIKISPACES within MOODLE
(approx. 2 hour task)
3) Page 3: Assessment activities that blend the two together.
a) Use a GROUP Wikispace (within the Moodle) to complete weekly group writing tasks.
b) Use a STUDENT Wikispace to submit solo writing assignments to the teacher for marking.
within face-to-face class INSTRUCTOR SCAFFOLDING/WRITING FEEDBACK
c) Use a CLASS Wikispace for in-class group writing tasks (projected and interactive via Electronic Whiteboard).

References
Stone, A. (2008). The holistic model for blended learning: a new model for k-12 district-level cyber schools. International
Journal of Information and Communication Technology Education, 4(1), 56- 71.

Trasler, J. (2002). Effective learning depends on the blend. Industrial and Commercial Training. 34(5), 191-193.

Authors
Dene and Vanessa
Submitted date
29th March 2015