PHASE+1+ANALYSIS+(Planning)

=Current Scenario= The VCE course is currently taught via the traditional F2F mode. By remodelling this course into a blended learning environment, utilising both F2F and CM learning environments, it is anticipated to improve the quality of teaching and learning. To effectively begin this process it is recommended to evaluate the existing unit guide, with a strong emphasis on the course aims and learning objectives. The team must consider how the students learn in the course, and what is required to support the learning process. Feedback from the existing course may assist in this process (Bath & Bourke 2010). Other important questions include:
 * 1) Why and how should blended learning be integrated?
 * 2) What should my students be able to demonstrate at the completion of the course? e.g. knowledge, skills & attitudes?
 * 3) What activities best suit their learning?

=Course Scope= In order to form concrete blended learning environments the teachers must be comfortable with the new arrangement, and allow the chosen technology to become congruent with their daily routine (Voogt, Almekinders, Akker & Moonen 2005). The teachers technical knowledge and skills, in relation to the new teaching environment are to be considered, as well as the time commitments involved in the development and teaching. An analysis of the schools, particularly the teachers, attitude towards the incorporation of a blended learning environment, and their acceptance of the incorporation of a blended program, is recommended. Voogt et al. (2005) research illuminates that teachers may resist such developments and recommends implementing blended professional development courses for secondary teachers on how to integrate such technology into their instructional practices. Thereby, the teachers are able to build on their skills for the task at hand, improve their confidence in the utilisation of the technologies, and understand what it feels like to be a participant within a blended learning environment. Further training and development for teaching professionals will be discussed later on. The ultimate goal is to ensure that the blended learning environment is able to improve the teaching and learning outcomes. Therefore, the technology utilised must have clear and sustainable outcomes. To ensure sustainability the course must be compatible with its broader program, and interlock accordingly with other courses to achieve balance and cohesion (Bath & Bourke 2010).

=Learner Profile= Analysing the students' base knowledge, discipline, characteristics, learning styles, confidence and experience in using technology is vital information while attempting to create a successful blended learning environment. The students must be technologically savvy to the level that is required of them in undertaking the course. They must be disciplined in relation to working individually, and be reliable in working in groups. The diverse group of individuals undertaking the course must have the motivation and dedication to undertake this new learning style. They must understand that a greater than usual percentage of their time will be spent on the computer, communicating asynchronously or synchronously, to achieve the set outcomes.

**Learning Styles**
Analysing the students learning styles prior to the design and development of the course determines the most appropriate teaching and learning strategies for the class at hand. According to Ally (2004, p 14) learning styles refer to //'how a learner perceives, interacts with, and responds to the learning environment; it is a measure of individual differences'.// The author goes on to mention the multiple different learning instruments that are used to evaluate the students learning style. The four learning styles listed have the potential to be found in one classroom, illuminating the need to diversify the teaching and learning experience to reach all of the individuals.
 * 1) Concrete-experience learners: Prefer specific examples, relate to peers, do not enjoy 'authority', they enjoy group work.
 * 2) Reflective-observation: Prefer observing before taking action, avoid interaction, see the teacher as the expert.
 * 3) Abstract-conceptualization learners: Prefer to work with things/ symbols and less with people.
 * 4) Active-experimentation learners: Prefer practical projects and group discussions, active learning methods and interaction with peers.

Activities should be included that accommodate for these different learning styles so that the learners can select the appropriate activity based on their preferred style. Another learning instrument known as [|VARK] (Visual, Aural, Read/Write, Kinesthetic) has a website which is able to quickly determine which learning style the individual prefers.

**Motivation and Engagement**
Consideration to the students motivation, and potential engagement, in relation to a blended learning environment is recommended. Hughes (2007) found that the coursework submission rate improved due to learner motivation that was attributed to peer and tutor support. Furthermore, multiple other factors are able to affect the students motivation levels such as their learner characteristics (learning goal orientation), the perceived barriers/enablers and instructional characteristics (delivery mode). These factors have the ability to affect the course outcomes through impacting on the students satisfaction on the course, their meta-cognition and their declarative knowledge (Connolly, Feeney & Harris 2009). The new blended learning environment must incorporate intrinsic motivation (learner inspired) and/or extrinsic motivation (instructor or performance inspired), depending on the learning style of the individual. In order to achieve this the blended learning environment must have clear instruction on the importance of the lesson, its benefits to the students, regular feedback, connections to real-life situations, it must be interactive and meaningful to the individual (Ally 2004). Meeting, or exceeding, the students expectations in these fields positively influences their perceptions of blended learning, and thus increases their motivation levels for the selected learning mode (Connolly et al. 2009).

=Financial= The financial implications of a successful blended learning program varies depending on the institutions experiences and preferences. Potential costs are depicted below. Adapted from Diaz & Strickland (2009).

**Infrastructure**
An extensive analysis of the schools existing infrastructure, as well as the school's potential, is recommended prior to the development of the blended learning course. Such an analysis creates an awareness of any advantages and/or restrictions that the school may have in regards to it's infrastructure, technical or otherwise. It will illustrate whether the school is currently capable of supporting an online learning environment (Diaz & Strickland 2009). Questions to ask include:
 * Does the school have a robust technological infrastructure?
 * Does the school have a reliable network service?
 * Does the school have a well-equipped computer laboratories, or space for such laboratories?

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