On these pages you will find resources to help you design modules and programmes and conceptualise learning and teaching practices in order to deliver an effective, student-centred experience through ABL.
You will also find appropriate C@N-DO Workshops to support you in your development work and in exploring possible learning and teaching practices.
Introducing Active Blended Learning (ABL)
The aim of our teaching and learning at the University Of Northampton (UON) is to transform lives and inspire change. We want our students to achieve their ambitions and to improve society for the better through the application of their skills and knowledge. Our courses all meet national academic standards and in addition many are accredited by professional bodies.
At UON students learn in small groups and through close interaction between staff and students. Our courses are designed for active learning on and off campus, in digitally rich environments that integrate ‘live’, real-time sessions with activities students can undertake where they like and at the time they choose. We call this approach Active Blended Learning (ABL).
Defining Active Blended Learning (ABL)
Active Blended Learning is the dominant pedagogy at UON and is a pedagogical approach that combines sense-making activities with focused student interactions (with content, peers and tutors) in appropriate learning settings – in and outside the classroom. It is sometimes confused with the ‘banning’ of lectures but this is not the case – a good lecture can include activities that move it away from a purely didactic event and make it part of an ABL approach. It will always include some face–to–face time on campus and usually some online. However, it is also important to note that the active element can be, and often is, online but it can also be a field trip or a mini project. In the terms of the Student Loan Company (SLC) this is our standard teaching approach.
Characteristics of Active Blended Learning (ABL)
- Close interaction with tutors, small group teaching and teamwork.
- Activities that reflect the workplace and accommodate learner needs.
- A future-focused, digitally rich learning environment.
- An impressive range of accessible and up-to-date online resources and materials across all subject areas.
- Access to information and resources that is straightforward, consistent and reassuring.
- A supportive culture of motivation to progress and succeed, with students’ personal tutors playing a key role.
- A focus on academic and social belonging opportunities, including mentoring and peer support mechanisms.
Comparison of Active Blended Learning (ABL) with other Approaches
The following compares key principles of ABL with other pedagogic approaches:
Active Blended Learning
Learner-centred and interactions-based: a suitable balance between learner-tutor, learner-learner and learner-content interactions, face-to face (University-based and outside) and online.
Learner-centred and interactions-based: a suitable balance between learner-tutor, learner-learner and learner-content interactions, face-to face (University-based and outside) and online.
Other Approaches
Based on one-way delivery, for example, through broadcast lectures or by uploading online content.
Based on one-way delivery, for example, through broadcast lectures or by uploading online content.
Active Blended Learning
Context is King. Content is important, but its application in context is key. What matters is what students do with content, why and with whom.
Context is King. Content is important, but its application in context is key. What matters is what students do with content, why and with whom.
Other Approaches
Content is King.
Content is King.
Active Blended Learning
Accessing content is one of the many functions of the virtual learning environment to achieve successful learner engagement before, during and after face-to-face sessions. Tutor engagement and visibility in the online domain, as well as in the classroom, are key.
Accessing content is one of the many functions of the virtual learning environment to achieve successful learner engagement before, during and after face-to-face sessions. Tutor engagement and visibility in the online domain, as well as in the classroom, are key.
Other Approaches
The virtual learning environment (Blackboard) is, in essence, a content dump.
The virtual learning environment (Blackboard) is, in essence, a content dump.
Active Blended Learning
Active Blended Learning is our normal in learning and teaching. Appropriate online activity is designed into the module, with the tutor visible and active. Some tutor-facilitated contact time may take place in the online environment, both synchronously (real-time) and asynchronously (discussion forums, padlets, shared documents, blogs, wikis, etc).
Active Blended Learning is our normal in learning and teaching. Appropriate online activity is designed into the module, with the tutor visible and active. Some tutor-facilitated contact time may take place in the online environment, both synchronously (real-time) and asynchronously (discussion forums, padlets, shared documents, blogs, wikis, etc).
Other Approaches
The online components of the ‘blend’ are just an add-on to the face-to-face provision, sometimes resulting in a ‘two-track’ course.
The online components of the ‘blend’ are just an add-on to the face-to-face provision, sometimes resulting in a ‘two-track’ course.
Active Blended Learning
Sense-making elements (tasks, activities, mini-projects, etc) have been carefully designed and aligned to learning outcomes. They are presented to students for use in and outside face-to-face sessions. They can be used to prepare, motivate students or consolidate knowledge and understanding.
Sense-making elements (tasks, activities, mini-projects, etc) have been carefully designed and aligned to learning outcomes. They are presented to students for use in and outside face-to-face sessions. They can be used to prepare, motivate students or consolidate knowledge and understanding.
Other Approaches
‘Read this chapter and watch that video for next week’.
‘Read this chapter and watch that video for next week’.
Active Blended Learning
The design is informed by what is best achieved in the classroom, workplace, placements and educational visits, and what is best done outside those settings – individually or in groups, before or after each session.
The design is informed by what is best achieved in the classroom, workplace, placements and educational visits, and what is best done outside those settings – individually or in groups, before or after each session.
Other Approaches
Face-to-face is the absolute best.
Face-to-face is the absolute best.
Active Blended Learning
Team approach to course design, including Academic Librarians, Learning Technologists, Learning Designers, the Learning Development team, students and other key stakeholders such as employers.
Team approach to course design, including Academic Librarians, Learning Technologists, Learning Designers, the Learning Development team, students and other key stakeholders such as employers.
Other Approaches
Designed by an individual, in isolation from other colleagues.
Designed by an individual, in isolation from other colleagues.
Active Blended Learning
Regularly evaluated, enhanced and redesigned, including explicit innovations in teaching and assessment.
Regularly evaluated, enhanced and redesigned, including explicit innovations in teaching and assessment.
Other Approaches
No evidence of systematic enhancement or pedagogic innovation.
No evidence of systematic enhancement or pedagogic innovation.
Active Blended Learning
Students build their own knowledge, develop their own understanding and articulate this in different ways with appropriate and balanced tutor input, both in and outside the classroom.
Students build their own knowledge, develop their own understanding and articulate this in different ways with appropriate and balanced tutor input, both in and outside the classroom.
Other Approaches
Students receive information.
Students receive information.
Active Blended Learning
Students are offered the scaffold, the encouragement and the tools (including digital ones) to make sense of content, so they are prepared and can operate as productive members of a learning community, in and outside the classroom.
Students are offered the scaffold, the encouragement and the tools (including digital ones) to make sense of content, so they are prepared and can operate as productive members of a learning community, in and outside the classroom.
Other Approaches
Students turn up for face-to-face sessions ‘to be taught’ – poorly prepared or completely unprepared.
Students turn up for face-to-face sessions ‘to be taught’ – poorly prepared or completely unprepared.
Active Blended Learning
Focus on promoting student autonomy, active learning and application.
Focus on promoting student autonomy, active learning and application.
Other Approaches
Focus on direct tuition.
Focus on direct tuition.