Group Report: Designing a module “Integrating Project Management into Blended Learning

By | November 6, 2016

Group Report: Designing a module “Integrating Project Management into Blended Learning”

blended learning

Group Report: Designing a module  “Integrating Project Management into Blended Learning”.

Submitted by : Tom Cosh, Osama Alarabi and Frendie Chan.




EDU 8225 Foundations of Technology Enhanced Learning

Group Report: Designing a module

Integrating Project Management into Blended Learning

Module Leader: Dr. James Stanfield

PROJECT 2:  Design a comprehensive module on TEL for the 21st century, identifying best practice in content, delivery, pedagogy and assessment.



Module Title:                                     Blended Learning For Education

Module Code:                                    EDU-XXXX

Credit Value:                                       20

Guided Learning hours:                50

Duration:                                              1 semester (12 weeks) – full-time study


  1. Design Space


Blended Learning Definition:

Blended learning is a mode of learning in which learners experience instructions, materials and contents using offline, online or non-digital learning environments. It can be applied by using self-regulated learning and/or face-to-face interaction. The terms “blended,” “hybrid,” “technology-mediated instruction,” “web-enhanced instruction,” and “mixed-mode instruction” are often used interchangeably in research literature (Martyn, 2003).

Blended learning refers to four different concepts:

  1. To combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.
  2. To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or with out instructional technology.
  3. To combine any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training.
  4. To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working.

(Driscoll, M. 2002)

Module objectives:  

  1. To explore the differences between technology integration and blended learning to enhance learning. This will be clarified in figures 1 and 2.
  2. To understand blended learning know how and implementation.
  3. To support the project management of professional trainers in providing courses that use blended learning and TEL as a part of their pedagogy.


The need for effective blended learning

Blended learning provides a diversity of support for students to select ways of learning that are most appropriate to their individual needs and circumstances. The advent of technology enhanced learning means that course providers can be much more flexible in the opportunities they provide for both student learning access and assessment submission. It is important that course providers develop their pedagogical practices to meet the 21st century opportunities. The provision of such pedagogical awareness cuts across all professional studies especially in higher education.


Understanding blended learning

In order to understand the difference between technology integration and blended learning, you may use this tree diagram:

blended learning vs technology integration

Figure 1 (picshype, n.d)

Yet another example is given in figure 2 to demonstrate blended learning concept. This flexibility in delivering courses can refer to: 1. classroom-based activities, 2. virtual classrooms, or 3. self-paced online learning, and blended learning permeates each of these three, as shown below.

Figure 2 (picshype, n.d.)

Even as the degree of offline to online learning varies, (each course uses a mix of technology based media to deliver content i.e. the technological dimension is at the heart of blended learning. It follows that blended learning courses should embed ‘technology project management’ skills. However a typical course like the well regarded blended learning model from Columbia University (Appendix 1, Columbia University) does not explicitly address this “project management” dimension. The gap therefore in provision, relates to a module that outlines the management process and all the requirements to deliver a technology project within a blended learning environment. In this paper a range of examples drawn from universities and education institutions across the US, Europe, Asia and the Middle East are referenced at Appendix 1.


We aim to enhance human learning and performance in various education settings through the use of technology tools and strategies.

This module is designed to meet the community demand for educators or IT professionals aiming to design, develop, deliver and implement educational technologies for use in blended learning courses, modules and tools. Its main objective is to provide postgraduate prospects, CPD practitioners, teacher-trainers and professional bodies with the required knowledge to design, develop and deliver a blended learning environment appropriate for the 21stcentury.

The module context

A continuum of blended learning delivery options has been reviewed, spanning traditional bricks and mortar based courses (offline) through to wholly online learning models. These delivery options will be the core context and framework for this module.


Figure 3 (Staker & Horn, 2012)

The blended learning framework has evolved into four delivery methods (Staker & Horn, 2012), this evolution may continue as more educators use it and new practices are added in future. These methods are briefly defined below. They take place within learning environments extending from bricks and mortar (offline) through to online learning.

  • Rotation models

There are four models of rotation related to blended learning. In each model the learners usually interchange positions on a timed plan or at the tutor’s decision between assigned facilities. Within each model, there is one focus on online learning.

  1.  Station–Rotation model

In the station-rotation model, learners either rotate on a fixed schedule or do so at the teacher’s discretion. The rotation includes at least one station for online learning. Other stations might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments.

         2.   Lab–Rotation model

In the lab-rotation model, learners rotate either on a fixed schedule or do so at the teacher’s discretion at different locations within the learning campus. At least one of these locations is a learning lab for predominantly online learning. The lab-rotation model differs from the Station-Rotation model because learners move to different locations on the campus instead of staying in one classroom for the blended course or subject.

        3. Flipped Classroom model

In the flipped classroom model, a pedagogical framework is applied in which the typical lecture and homework elements of a course are reversed. This means that the learners study at home to view short video or multimedia content lectures. The learners subsequently go to class sessions and in-class time is devoted to exercises, projects, or discussions.

       4. Individual–Rotation model

In the individual-rotation model, the learners move from location to location on an individually customized timetable. Within the system, at least one of the locations is for online learning. The individual-rotation model differs from the other rotation models because learners do not necessarily move to all of the available stations.

  •  Flex model

The flex model is a programme in which the Internet is the prime resource for content and instruction. Learners move on an individually customized fluid schedule using different learning styles. The teacher-of-record is on-site.

  •  Self-blend model

The self-blend model describes a scenario in which the learners choose to take one or more courses entirely online to supplement their traditional courses. In this situation, the teacher-of-record is the online teacher. Learners may take the online courses either on the brick-and-mortar campus or off-site.

  •  Enriched virtual model

The enriched virtual model provides a guide to the principles of improvement for professional practitioners. This guide looks at the development of the learners’ pedagogical practices. Many enriched-virtual programmes begin as full-time online courses and then develop into blended programmes that provide learners with brick-and-mortar campus experiences.

These options will be applied on module subjects as each content needed to ensure that the desired knowledge and skills goals are met.

Understanding project management for blended learning

Project Management is a discipline derived from codifying professional best practice. It identifies the key stages of a project, the most important processes, activities and tasks that those involved with managing a project need to identify and control. Its effectiveness in delivering projects to plan (objectives, time, budget and quality) has been proven in numerous occupational and industry contexts including Education. The proposed module integrates this structured approach to managing its resources.


Figure 4 (Garza, 2014)

Equivalent to The entry-level syllabus /certification for Project Management is accredited as APMP.

The Module Content

This module has been specified in terms of its learning outcomes, assessment knowledge and skills and modes of pedagogic delivery.

Learning Outcomes Assessment Criteria Knowledge, understanding and skills Delivery mode
1. Introduction to          Blended Learning


1.1  Research, read and describe the current and historical concepts and principles of blended learning environments within or without brick and mortar traditional education to include:

a)    The purpose

b)   The concept: integrated technology or blended learning

1.2  The technology that exists and used within blended learning.



Learners should explore the different types of blend Learning environments. A minimum of 1 historical and 1 current environment should be researched. This may also include how the popularity and content delivery style of different types has changed. Historical may be considered to be more than 10 years old.

They should compare and contrast a minimum of 2 different technology enhanced learning eg MOOCs, ICT, CILL, video and more.



Face to Face


Lab – rotation

2. Blended Learning Learner Experience


2.1 Identify a blended learning environment or a platform.

2.2 Investigate the learning experience from a learner prospective.

2.3 Describe the learning outcomes in a blended learning environment.

Learners should develop an understanding of the how we learn in a blended learning environment, these understanding may evidence in a presentation or mini portfolio as applicable. Enriched – virtual


Individual – rotation

3. Project Management for Blended Learning (APMP Certificate equivalent)


3.1 Identify blended learning requirements as a project.

3.2 Create and maintain a project plan to include at least

a)    Tasks

b)   Timescales

c)    Resources



Integrating key components of the APMP Syllabus into the module.

1. Structure of organisations and projects

2. Project life cycle

3. Project contexts and environments     (PESTLE, SWOT)

4. Governance and structured methodologies

5. Communication

6. Leadership and teamwork

7. Planning for success

8. Scope management (Product /Work Breakdown and Structure)

9. Schedule and resource management

10. Procurement

11. Project risk management and issue management

12. Project quality management


Flipped – classroom
4. Curriculum Design and Development for Blended Learning


1.1 Identify the external factors related to blended learning content design.

1.2 Investigate the gap in skills and performance that blended learning could enhance.

1.3 Plan a content context or framework.

1.4 Identify the appropriate learners assessment.

1.5 Overall Evaluation to   produced content.

1. Environment analysis

2. Needs analysis

3. Clear goals

4. Content and sequences

5. Format and presentation

6. Evaluation


(Group work)

5. Evaluation and Critique to a Blended Learning Project 5.1 Identify parameters and constrain that influence the use or implementation of a blended learning environment.

5.2 Critically evaluate the quality of an existing blended learning technology.

5.3 Critically evaluate the quality of an existing blended learning content.

5.4 Identify areas for improvement and further development of a blended learning environment.

Learners should be able to identify future needs in terms of hardware and software on which blended learning environment operates.

Critical personal evaluation, commenting on the quality of blended learning product and its fitness for purpose.

Identify parameters and constraints that influenced decisions made to apply and use blended learning in education.


Face to Face




Assessment will consist of learners producing evidence to blended learning criteria that is detailed formerly.

Assessment evidence requirement

The module aims to provide learners with the knowledge and skills required to design, develop, deliver and manage a blended learning environment. The learner is able to identify, plan and implement blended learning tools as appropriate.

  1. Learners should able to present a report, audio or video to show their research that reflects on understanding blended learning for unit 1 “Introduction to Blended Learning”.
  2. A brief portfolio that reflects on learning experience after an exposure to a blended learning environment or a platform for unit 2 “Blended Learning Learner Experience”.
  3. Produce a gantt chart and a very brief project plan to implement and use a blended learning environment in a brick and mortar education system covering both unit 3 “Project Management for Blended Learning’ and unit 4 “Curriculum Design and Development for Blended Learning”.
  4. A group presentation reflecting on learner’s group evaluation on an existing blended learning environment.
  1. Pedagogical Approach

 The essential concepts are:

  1. Evidence-based Learning – the monitoring and evaluation of progress via evidence is an essential part of the pedagogical approach.
  1. Collaborative Learning – the collaboration patterns like student-student, student group, staff-student or staff–staff, are carried out through both formal and social-media channels in the module.
  1. Personalised Learning Experience – throughout the module, reference is made to the student learning experience. The support for flexible study patterns will suit a great diversity of professionals.
  1. Experimental Learning – the learning is enhanced by the opportunity to apply the technology in the group work.

Central to each of these concepts is the development of thinking skills and metacognition. The importance of synthesis, enquiry, analysis and coherent presentation is a common feature of good practice no matter which concept is used (Johnson, L. et al 2015)

  1. Technology Deployment

The module development team would expect the module to use the following sets of technologies

Location within BL


Type of Technology Learning Enhancement
Bricks and Mortar
(Offline – Classroom) Smartboards/Projectors Adaptable to different styles of learning; needs of peer-to-peer, individual to Group activity. Audio/video/text recording, feedback, polling, modeling and publishing
Online Technologies
(Web 3.0 based) Mobile Apps Maximises the degree of personalisation
Community sites Blogs, Chat & Collaborative interaction
Bring your own device

Flipped Classroom

24/7 Access to and sharing of course and individual resources
Gaming software Simulation and Visualisation
Tele-presence Multi-location first-to-find interaction
Social Networks Real-time innovation in self-directed learning methods /learning analytics
  1. SWOT analysis of Module

The proposed module with its project management focus generates a range of potential advantages and disadvantages for the development of blended learning.

Strength Weakness

·      identifies project ‘requirements’ of BL

·      embeds role as resource manager

·      increases effectiveness / resilience of instructional design

·      mitigates risks of delivery failure

·      increases project skills of educators



·      institutions lack focus on PM

·      academic / technical resources take priority in institutions

·      educators professional identity resists project manager role

·      PM technical language an obstacle


Opportunities Threats
·      improve pace of BL innovation

·      increases wider digital tech literacy

·      efficiency appeals to Ed. managers in periods of resource scarcity

·      increases supply of project managers

·      widen scope of Instructional Design


·      low recognition of Project Management in mainstream syllabus limits viability

·      limited Project Management roles reduce Educator demand

·      Educators conservative profession

·      Competition from APM accredited organisations

  1. Conclusion

Recommendations for future product testing

Following presentation feedback from the EDU8225 community a truncated module will be designed (to be run over two weekends) over a six week period.

It will test

  1. the demand in the target market of professional educators
  2. the resilience of the modules structure and assumptions

Recommendations for module implementation

The module has been optimized for a model for technology deployment best suited to countries with stable infrastructure and access to the full spectrum of online Ed.Tech.

Partners in countries with more limitations in resource availability should be engaged so these module development challenges can be assessed and the syllabus calibrated.


Driscoll, M. (2002). Blended Learning: Let’s Get Beyond the Hype

Garza, M. (2014). Managing Several Small Projects with Big Impacts. Available: < > Accessed [22-10-2015]

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.

Martyn, M. (2003). The hybrid online model: Good practice. Educause Quarterly: 18–23.

Staker, H. HORN, M. (2012). Classifying K-12 Blended” Learning. Innosight Institute, Inc. V (1). 5

University of Glasgow – E-Learning Strategy 2013-2020


Flipped Classroom Apps and tutorials

Higher Ed. online project management tools

Project Management scenario software for education projects

Appendix 1

A summary of the existing courses/modules in Hong Kong, Taiwan and China:

  1. The University of Hong Kong

Faculty of Education

Master of Science in Information Technology in Education

The programme is designed to meet the community demand for teachers, educators and other professionals with involvement in the area of ITE.

  1. National Taiwan Normal University

Graduate Institute of Information and Computer Education

Course Overview:

  1. Two Areas: Computer Education; E-Learning and E-Training
  2. Foundation Modules: Research Methods in Information and Computer Education; Advanced Applied Statistics; Educational Psychology; Educational Statistics; Experimental Design; Qualitative Research Methods

Independent Study (for doctorate students):

Network-based Tests; e-Learning Communities; Knowledge Management and e-Learning; ICT Integrated Instruction; Programming Instruction; Cognition and e-Learning; Development of Instructional Materials for Information Education

Independent Study (for postgraduate students)

Computer-based Tests; e-Learning Content Design; Mobile Learning; Computer Curriculum Planning; Programme Instruction; Instructional Design for e-Learning; Educational Software Design

  1. Beijing Normal University

Master’s Degree

Educational Technology

01 Basic Theories and Practice of Educational Technology

02 Instructional Design and Performance Technology

03 Education Informationization

04 Knowledge Engineering

Doctoral Programs

Educational Technology

01 Basic Theories and Application of Educational Technology

02 Application of Computer Education

03 Knowledge Science and Knowledge Engineering

04 Computer Supported Collaborative Learning (CSCL)

  1. Shanghai Normal University

Master Degree: Educational Technology

  1. East China Normal University

Department of Educational Information Technology

e.g. Developing e-learning platforms and their applications

Founded in Shanghai in October 1951, East China Normal University (ECNU) is one of the most prestigious universities in China and is sponsored by the national programs “Project 211” and “Project 985”.

  1. Huazhong Normal University (Central China Normal University)

College of Vocational and Further Education

  1. South China Normal UniversityàTeaching à Key Disciplines

Educational Technology

Master’s Degree

Education à Pedagogy à Educational Technology / Educational Leadership

College of Educational Information Technology

The Educational Information Technology College has three departments, namely the department of Educational Information Technology, the department of Communication and the department of Photography. The undergraduate programs cover Educational Technology, Communication, Photography, and Multimedia & Network Technology. The master programs are of Educational Information Technology, Educational Television, Future Education, Instruction Design, and Distance Education. The doctoral programs include Basic Theories in Educational Technology, Computer in Education, Educational Television, and Distance Education. The college also offers the postdoctoral program of Educational Technology.

  1. Shananxi Normal University

Online Learning (Open Courses)

The Open Course Resources Sharing Platform of Shaanxi Normal University serves as a hub and platform for learners’ easy access to various.

A summary of existing courses/modules in North America, New Zealand and Europe

  1. Google Educator Training Centre
  2. a) device training b) google apps for education (classroom-drive-mail-sheets-drawing-voice/video calls- curating resources-slides-blogs-maps-googleplus- search)   c) community best practice forum d) accreditation of trainers.

  1. MIT Edx Mooc – Implementation and Evaluation of Educational Technology

Intro to the eco-system for selection, implementation & evaluation of Educational Technology (4 unit module). Based on classic Video/Reading Materials /Hang-outs peer discussion facilitated by thought leaders. Unit 1, Eco-system of educational technology, stakeholders and intro to evaluation. Unit 2, Factors in analysis of educational tech (eg SW, for use in formal learning settings. Unit 3, Implementation barriers/obstacles to teachers. Unit 4 Evaluation Project: Implementation/ evaluation plan for an

  1. Leeds University – Future learn (Mooc) – Blended Learning Essentials
  1. understand the benefits of blended learning and how to make an effective use of technology to support learners. 2. range of effective blended learning practices/ pedagogies to improve learners’ experience and attainment   3. understand the free and affordable technologies available to enhance T & L
  2. Design a pedagogical approach to make the best use of these tools.

  1. The New Media Coalition – The NMC Horizon Report: 2015 Higher Education Edition

(Joint Authors – US/International Coalition of HE institutions engaged in Ed Tech.)     and

  • Next 2 years accelerated adoption of blended learning
  • Key challenges
  • Realigning learning spaces
  • Increased competition /lack of IP
  • Improving digital literacy students/staff
  • Blended learning and informal learning
  • Need for project management skills

  1. University of Canterbury, New Zealand – CS Unplugged – Computer science without a computer.

Teacher Digital Literacy       –        

Course Principles

a)Computer Science (computing) as interesting, engaging, intellectually stimulating. b) Capture imagination/ misconceptions about being a computer scientist. c) Convey fundamentals not dependent on software/systems, ideas fresh 10 yrs. d) Reach elementary schools/provide supplementary material for university courses. e) Work where high-tech educational solutions are unfeasible; cross divide between information-rich/info-poor, industrialized/developing worlds.


a)No Computers Required , b)Real Computer Science, c)Learning by doing /making it Fun, d)No specialised equipment, c) Variations encouraged, d) For everyone, e) Co-operative, f) Stand-alone Activities and g) Resilient

  1. Teachers College – Columbia University -MA Instructional Technology and Media,

Approach – 4 key issues focused on by course participants   i) The emerging technologies that hold greatest promise for enriching learning experiences throughout the educational enterprise     ii) the pedagogical strategies designers embody in instructional materials, including those based on multimedia and those reflected in gaming environments iii) How educators deploy, manage, and evaluate information and communication technologies in classrooms for optimal educational effect iv) The principles of design and practice that educators incorporate distributed educational courses/programs?

Core Curriculum: a) Object-Oriented Theory and Programming I &2 b) Theory and Programming: Interactive Media I c) Instructional Design of Ed. Tech. Electives “Skills” courses include the following a): Managing Ed. Tech Resources   b): Ed. Video Production c): Database Driven Website Development;

  1. Indiana University at Bloomington (Online) – MSc Ed. Instructional Systems Technology (IST).

3 years online part-time study. Whole Department in School of Education

Core Curriculum: Instructional & Performance Technologies Foundations Instructional Design & Development I, Instructional Development & Production Process Evaluation & Change in the Instructional Development Process, Analysis for Instruction and Performance Improvement

Cognition in Education Electives: Effective Writing for Instructional Technology, Instructional

Strategies and Tactics and Portfolio Workshop in IST, Integrative Project.

A summary of the existing courses/modules in Middle East:

  1. Umm Al-Qura University – Blended Learning Models

The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there’s no single formula that guarantees learning, but here are some guidelines from NIIT on how to order your learning activities.

NIIT categorizes blended learning into three models:

  • skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
  • attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
  • competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies

What are the key features of each approach? In which situations is an approach adopted? What blended techniques can be adopted to enhance learning?

  1. Hamdan Bin Mohammed Smart university – UAE – Interactive Educational Technologies

The Master of Science in Interactive Technologies (MSc IET) program is especially designed to equip learners interested in the design, development, and use of technological tools and virtual learning environments for teaching and training. It aims to prepare learners to develop interactive educational media and virtual learning environments and to address the changing needs of formal education and vocational training. The program responds to pressing needs of the Arab world through making quality modern education accessible to a wide audience with flexible delivery methods using the blended learning approach combining the benefits of self-paced learning, online collaboration and traditional face to face learning.


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