27 Blended Learning Ideas: Examples from Instructors

Below is a list of ideas that may help as you consider the advantages of blended learning and begin planning your blended-learning lesson. These examples were collected from Camosun College instructors in the fall of 2021.

• Using the D2L tools to provide transparency for how students are being graded and so students (and instructors) can stay on track, seeing what they have completed and what they have yet to do (Assignment Drop Box, Gradebook, and Checklists).
• Using a variety of methods so learners can read, watch, and/or listen (UDL) which also allows for different processing speeds in addition to preference.
• Providing the opportunity to work online before class and be ready for class discussions.
• Designing activities (eg. science labs) to be done at home and using them when a student can’t come to class or lab and students can still meet the learning outcomes.
• Providing recorded materials for student review (before and after class).
• Creating 15 minute mini-lecture videos with key concepts that students can go back to and review on their own time. This allows more time for one-on-one support to answer questions and give feedback.
• Creating podcasts for students focused on assigned readings, providing highlights and key points, to be listened to before class to deepen understanding and engagement (eg in synchronous class, students listened to podcast, discussed in groups, then came back to raise questions as a full class).
• Using pre recorded videos with f2f and blended classes resulting in students prepared to focus on problem solving activities in class, bringing deeper questions.
• Having students create content – for example doing a short video outlining the assignment, checking their understanding of the assignment and explaining their work, why they know what they know and what they’ve learned.
• Creating videos with two faculty discussing the readings together, allowing students to listen to two seasoned readers modelling critical analysis, discussion, exploration of material, etc.
• Having student teams use discussion boards to share their work with other teams.
• Using discussion boards as a place to showcase creative, informal assessments. Students can post images and videos, and comment on one another’s work.
• Using the D2L assignment drop box and checklists to help instructors and students stay organized.
• Using a flipped-classroom strategy, providing course reading and pre-tasks ahead of class, and working on collaborative assignments in class with the instructor available to assist.