Abstract
Learning design models provide guidelines and guidance for educators and course designers in the production and delivery of educational products. It is seen as beneficial to base learning designs on general learning theories, but these must be operationalised into concrete learning design solutions. We therefore present one such educational design model: the Design Cycle for Education (DC4E). The model has primarily been created to support the shift from traditional face-to-face education to blended learning scenarios. The cycle describes eight steps that can be used iteratively in the (re)design of educational products and provides educators and course designers with a flexible but clearly structured design model that enables them to reinvent traditional course content for blended learning with appropriate learning design tools.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bower, M., Vlachopoulos, P.: A critical analysis of technology-enhanced learning design frameworks. BJET 49(6), 981–997 (2018)
Dick, W., Carey, L., Carey, J.O.: The systematic Design of Instruction, 8th edn. Pearson, Boston (2015)
Gagne, R., Briggs, L.: Principles of Instructional Design. Holt, Rinehart and Winston, New York (1979)
Göksu, I., Özcan, K.V., Çakir, R., Göktas, Y.: Content analysis of research trends in instructional design models: 1999–2014. J. Learn. Des. 10(2), 85–109 (2017)
Keller, J.M.: Motivational Design for Learning and Performance: The ARCS Model Approach. Springer, New York (2010)
Mishra, P., Koehler, M.: Technological pedagogical content knowledge: a framework for teacher knowledge. Teach. Coll. Rec. 108(6), 1017–1054 (2006)
Mor, Y., Mogilevsky, O.: The learning design studio: collaborative design inquiry as teachers’ professional development. Res. Learn. Technol. 21, 22054 (2013)
Peterson, C.: Bringing addie to life: instructional design at its best. J. Educ. Multimedia Hypermedia 12(3), 227–241 (2003)
Van den Akker, J.: Curriculum perspectives: an introduction. In: van den Akker, J., Kuiper, W., Hameyer, U. (eds.) Curriculum Landscapes and Trends, pp. 1–10. Springer, Dordrecht (2003). https://doi.org/10.1007/978-94-017-1205-7_1
Van Merriënboer, J., Kirschner, P.: Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design. Routledge, New York (2007)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Scheffel, M. et al. (2019). The Means to a Blend: A Practical Model for the Redesign of Face-to-Face Education to Blended Learning. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_70
Download citation
DOI: https://doi.org/10.1007/978-3-030-29736-7_70
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-29735-0
Online ISBN: 978-3-030-29736-7
eBook Packages: Computer ScienceComputer Science (R0)