INTRODUCTION

=Introduction= The following page outlines some of the key processes and strategies required to successfully redevelop the current VCE Business Management Unit 1 from a pure face-to-face (F2F) unit to one that is deliverable in a blended environment. That is, one which encompasses elements of both F2F delivery and online or computer mediated (CM) delivery. The nature of this blend will be determined by the course content and objectives and the degree to which the current curriculum is amenable to an online format.

=Instructional Model= Orellana, Hudgins & Simonson (2009) suggest that before undertaking any analysis or design, a suitable framework needs to be established. The ADDIE instructional model describes a systematic approach to creating instructional systems. It clearly outlines five phases in a linear project: Analysis; Design; Development; Implementation and Evaluation (Culatta 2012). The ADDIE model was selected and used as a means of simply describing the many individual processes and considerations that relate to the course redevelopment. It should be noted that while ADDIE is a convenient way of describing linear processes, an iterative or cyclical model is preferred to ensure that the new course is continuously evaluated and improved. Ultimately this would allow constructive feedback that surfaces during the evaluation phase to feedback into system design (or redesign), completing the cycle of continuous improvement.

=Project Management= Although this particular redevelopment might be considered a relatively small project on its own, the processes, considerations and issues it uncovers will be valuable lessons for any future course developments. Therefore, it is suggested that enterprise project management techniques such as outlining major tasks and milestones and establishing achievable timelines should be applied to ensure the program is a success. To help guide the development project, the expert guidance and experience of a “blended learning advisor” or “eLearning specialist” would be advantageous to an organisation without prior experience in these environments. Similarly, content and user interface designers may be contractually required during the development phase to help customise the Learning Management System (LMS) and any courseware required. Alternatively, blended learning support sites are available which offer a range of resources, guides and information for organisers and teachers of blended learning courses.

=Timeline= Creating a reasonable timeline is recommended in the early stages of the project. The timeline depicted below outlines the key processes and activities that need to be accomplished over the coming period.
 * **Month** || **Activity** || **Description** ||
 * 1 || Analyse || Analyse the team and faculty's experience in blended learning, and if it is necessary hire external support. Analyse the course's context and the learners profile. Analyse the infrastructure of the buildings, and the financial implications that may result via this change. ||
 * 2-3 || Design & Develop || Design and develop the courses principles, the delivery mode, the system development, the content & resources. Design and develop the students activity and collaboration throughout the course, their assessment and the communication techniques utilised. Design and develop the management & administration of the new blended learning environment. ||
 * 4 || Staff training || Depending on the analysis of the team and faculty's experience in blended learning staff training will be necessary to educate the staff on the technical aspects of course. ||
 * 5-6 || Implement || Implement the blended learning design, preferably via a test model. ||
 * 5-6 || Reflection || Feedback is more accurate when the experience is fresh, and therefore it is recommended that students and teachers reflect on the effectiveness of the course whilst participating in the course. ||
 * 7 || Evaluation

Improvement || At the completion of the course it is recommended that the teacher and student evaluates the teaching and learning experience. Once the course has been evaluated the management team is able to discuss on any shortfalls and improve on the courses teaching and learning outcomes. ||

=**Team vs Faculty Development**= It is expected that a team consisting of subject matter experts (teachers), designers and a blended learning advisor be employed to co-develop the course, as opposed to relying on individual faculty members for system design and development as well as content development (Orellana, Hudgins & Simonson 2009, pp. 249-63). A team-based approach will also help ensure consistency when future units are redeveloped into the same environment. Having had prior experience, the blended learning advisor should take a leading role in the project. Orellana, Hudgins & Simonson (2009, p. 254) suggest that "when faculty lacking in Distance Education (DE) experience take control of the design and delivery process, large scale problems can arise".

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