Quick Reflection – Blending the Blended

Quick Reflection – Blending the Blended

November 5, 2018 2 By JR

Not my 9x9x25 post this week, but I just read Blending the Blended by ProfLisak, and was about to comment when I thought, ‘hey, I can just blog a quick reflection and hopefully it’ll ping back’. Honestly, I’ve been frustrated with blog commenting systems for a while now. Some require login, some eat my comments, so here…I’m reclaiming commenting.

One of those terms that gets thrown around in education quite a bit is blended learning. It comes an an overwhelming varieties of course design and there are so many related terms (e.g. hybrid learning) that one can get lost in the literature quite quickly. I like the breakdown that ProfLisak provides in their post of their approach to what EDUCAUSE refers to as HyFlex. I’m surprised to see the date of the CC license as 2010 because until today I’d never heard that term.

What I had encountered before was a similar concept from University of Victoria’s very own Dr. Valerie Irvine. In 2012 (ish) I attended a plenary session of hers here at the UofS during a conference known as TLT (teaching and learning with technology). There she presented the concept of multi-access models for learning.

Table 1. Matrix of learner access by course delivery mode by Irvine, Code, and Richards was published at JOLT and is used here under a CC-BY-NC-SA 3.0 License.

Since seeing that presentation, and many others by Valerie and reading her work on the subject, I have been fascinated by the idea of designing courses with this kind of accessibility in mind. I had an opportunity on one project where a version of this model would have worked. We began the planning and development, but unfortunately I didn’t get to see that one through as I changed jobs in the middle of the project. I am still searching for examples of different course designs that are framed as multi-access. Do you know of any?

Feature Image: Figure 1. Tiers of the multi-access framework by Irvine, Code, and Richards was published at JOLT and is used here under a CC-BY-NC-SA 3.0 License.