BLENDED DELIVERY GUIDELINES

TAFE NSW HIGHER EDUCATION

TAFE NSW Higher Education blended delivery guidelines

Page 1 of Disclaimer: Printed copies of this document are regarded as uncontrolled.

July 2017

Table of ContentsBLENDED DELIVERY GUIDELINES......................................................................................................1TAFE NSW Higher Education............................................................................................................1

Introduction..................................................................................................................................3Objectives of using blended delivery............................................................................................3TAFE NSW Higher Education blended delivery principles.............................................................3TAFE NSW Higher Education blended delivery guidelines............................................................4

When should blended delivery be used?..................................................................................4Approval of blended delivery....................................................................................................4Planning and designing blended delivery strategies..................................................................5Implementation of blended delivery.........................................................................................6Student support........................................................................................................................6Teacher support........................................................................................................................7Non-teaching staff support.......................................................................................................7Evaluation and review of blended delivery...............................................................................7Related TAFE NSW Higher Education policies and procedures..................................................8

Appendix 1: Blended Delivery Checklist.....................................................................................10

TAFE NSW Higher Education blended delivery guidelines Page 2 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

INTRODUCTIONTAFE NSW Higher Education recognises that few learning experiences are completely face to face. TAFE NSW Higher Education will therefore ensure courses include the use of blended delivery where it is demonstrated that blended delivery supports the delivery of the course and does not compromise the learning experience of the students.A blended delivery approach integrates modes of delivery, teaching methodologies and learning styles to:

enhance and support teaching and learning; improve student engagement and the quality of the student experience; and increase access to courses.

OBJECTIVES OF USING BLENDED DELIVERYBlended delivery is the effective combination of different methods of delivery, modes of teaching and types of learning. Blended delivery involves engagement with a variety of modes of teaching and learning, both face to face and technology based. When used effectively, blended delivery is a flexible, pedagogically sound delivery model that blends a range of teaching and learning approaches, taking advantage of the benefits offered by Information and Communications Technology (ICT) where appropriate.TAFE NSW Higher Education will include the use of blended delivery in its programs where it is demonstrated that the methods best support the learning needs of the students and the delivery of the course. Blended delivery allows both synchronous and asynchronous activity and could include face to face lectures and tutorials, podcasting lectures, connected classrooms, moderated online discussion groups, web-based collaborative workspaces and the use of other eLearning strategies, including workplace simulations. A blended mode of delivery will incorporate various instructional and delivery methods requiring different levels of facilitation and guidance.Blended delivery will be suitable for some but not all teaching practice and the maintenance of personal interaction between teachers and students and peers must be considered at all times. TAFE NSW Higher Education must demonstrate that outcomes for students can and will be achieved, whatever the chosen mode of delivery.

TAFE NSW HIGHER EDUCATION BLENDED DELIVERY PRINCIPLESThese principles are designed to support quality teaching and should be used to guide and benchmark learning design and teaching practice.

1. Student learning resources, activities and assessments are aligned, available and engaging.The learning resources are provided to engage students and utilise a variety of appropriate technologies that actively support students’ learning.

2. Students are provided with timely and formative feedback.A range of appropriate technologies are used for feedback. Feedback is utilised to encourage learning focused opportunities with peers and teachers.

3. Students are supported with appropriate learning support in their use of educational technology.

Appropriate learning resources are made available online and supported by mentoring and/or workshops.

4. Staff are supported in their use of educational technology.A range of informative workshops and resources are provided to staff to support blended delivery design and implementation.

TAFE NSW Higher Education blended delivery guidelines Page 3 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

5. Blended delivery is systematically evaluated and improved.A range of mechanisms are in place to evaluate and improve student satisfaction as well as improving staff training and support.

Adapted from:

Parsell, M 2013, Standards Online Education, Macquarie University, Australia.

TAFE NSW HIGHER EDUCATION BLENDED DELIVERY GUIDELINESThe guidelines support the provision of blended delivery and emphasize the consideration and application of effective pedagogical practice when using multi modes of delivery to ensure teacher and student engagement and the achievement of course and subject outcomes.

When should blended delivery be used?Consideration must be given to how the intended delivery mode will create a learning environment in which students are engaged and which supports the achievement of the learning objectives and enhances the learning experience of the student. Consideration must also be given to how the intended delivery mode will impact on teaching and class management practices, and how these impacts will be addressed.When assessing the opportunity to include blended delivery in all or part of the course, the following must be considered.

Will blended delivery improve student access to TAFE NSW Higher Education courses? Will it support, improve and enhance the learning experience of students? Will it enable the achievement of the learning objectives of the subject or course? Is it an appropriate form of delivery for all subjects in the course or just identified subjects? Will it prepare students in the use of technologies relevant to their profession? Will it assist in course delivery and improve course quality? How will it impact delivery costs?

The Blended Delivery Checklist, included as Appendix 1, allows you to address these issues specifically for each course.

Approval of blended delivery

New coursesCourse proponents are advised to include blended delivery as a delivery option from the point at which the course is first proposed. Consequently, blended delivery must be addressed at all approval stages commencing with the Business Case, then the Course Proposal and the accreditation application.The Business Case and Course Proposal require details about how blended delivery will be incorporated into the course. Course proponents must complete the Blended Delivery Checklist as part of the Business Case and the Course Proposal to demonstrate that the campus has the appropriate technologies, facilities and human resources to implement a blended delivery strategy and that learning and assessment outcomes of the course will be met.When assessing the appropriateness of blended delivery, course developers should:

analyse and decide on which subjects, assessment events and learning outcomes, are best delivered using eLearning strategies and which are best delivered face to face ;

consult with teachers experienced in blended delivery, both pedagogically and technically where eLearning technologies are being considered ;

assess the availability of technology, facilities and human resources.

TAFE NSW Higher Education blended delivery guidelines Page 4 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

When approving blended delivery for a proposed course, Executive Leadership Team (ELT) will consider the viability perspective, while the Academic Board will consider the impact of blended delivery on the academic integrity of the course. Both ELT and the Academic Board will consider the following issues.

The level of blended delivery is considered appropriate for the course over the term of its delivery. The justification for delivering the course/subjects in blended delivery mode and strategies for the

validation of the effectiveness and suitability of blended delivery strategies. The teaching section has viable and sound pedagogical methodologies to deliver the

course/subjects in blended delivery mode. The campus has adequate and appropriate facilities and technology, and support mechanisms in

place to deliver via eLearning strategies. This must be demonstrated for each campus involved in the strategy, particularly where there is a host-remote campus relationship.

The blended delivery strategy complies with the requirements of the TEQSA Threshold Standards, particularly in relation to academic quality and integrity; the responsibilities of the higher education provider to students; and ensuring that physical and electronic resources are well maintained and enable the achievement of course objectives.

Accredited coursesWhere blended delivery is proposed for an already accredited course, consideration must be given to the issues identified in these guidelines before implementation of a blended delivery strategy can commence.Course proponents must complete the Blended Delivery Checklist to ensure the effectiveness and success of implementing a blended delivery strategy for an already accredited course.Regional and campus management must be satisfied that technologies, facilities, human resources and support mechanisms are in place to ensure course outcomes continue to be met, and that course compliance with TEQSA Threshold Standards is not compromised. TEQSA and the ELT must be informed of the intention to change delivery details. This requires the completion and approval of the Blended Delivery checklist to be submitted to the Higher Education Unit to the Higher Education Unit for submission to TEQSA and the ELT.

Planning and designing blended delivery strategiesThe development and design of blended delivery strategies and activities will take time and resources. It is important that course developers show that:

the delivery mode and learning experience is cohesive; that it delivers strategies, assessments and activities that form a tightly interlinked framework for

the achievement of intended outcomes; and provision of time and activities is factored into all delivery strategies to enable students to adjust

to the varying environments and technologies used across blended delivery modes.In planning and developing a cohesive blended delivery strategy for a course, consideration must be given to the following.

Curriculum developers and academic staff must understand the pedagogy of eLearning. The use of blended delivery must support and improve the students’ learning experience. All delivery modes are participative and collaborative. Curriculum developers must devise the right mix of eLearning and face to face modes within an

overall blended delivery strategy for the course. Blended delivery does not reduce or increase subject delivery hours, with subject duration

remaining as prescribed in the accreditation application regardless of delivery strategies. eLearning and face to face delivery elements are integrated and aligned, not disjointed. Teaching and learning activities and assessment tasks must align with the learning objectives and

graduate attributes regardless of delivery mode.

TAFE NSW Higher Education blended delivery guidelines Page 5 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

Assessment activities are designed to reflect both course content and delivery mode. Learning experiences are scaffolded to ensure students develop the technological abilities

required to engage with eLearning strategies. Student access to technology, on campus and at remote sites, is factored in to eLearning

strategies. eLearning materials comply with standards for accessibility. The full range of strategies used in blended delivery is subject to benchmarking, moderation and

quality assurance measures. Staff development will be available for both teachers and support staff, in relation to the pedagogy

and the technological requirements of blended delivery. Resourcing of delivery modes at host and remote locations is thoroughly costed. Resourcing of the blended delivery mode and the requisite technologies is sustainable. Technical support will be available for students and teachers.

Implementation of blended deliveryTo ensure that course and subject outcomes are met, implementation of blended delivery must make provision for the support of students, teachers and non-teaching support staff.

Student supportStudent knowledge of, and skills in, web-based technology will vary greatly, with the use of eLearning delivery modes potentially presenting a significant challenge for technological, environmental or academic reasons, or a combination of all three.ELearning and face to face components must be integrated and must not appear to the student to be independent of each other, and the student’s workload must not be greater due to the use of eLearning strategies. All technology must be thoroughly tested prior to delivery to ensure the technology/delivery mode works and is reliable.Students must be given appropriate and timely support, both academic and technical, and must be made aware by the teacher of what is expected of them in terms of class participation and assessment requirements.If students are not provided with adequate information and support during the delivery of eLearning content, there is a greater risk of their feeling isolated which may result in them discontinuing their studies in the subject or possibly the course.Strategies to ensure students understand the academic and technological requirements of blended delivery include:The provision of focused student orientation to explain delivery strategies, determine student technological literacy and expertise and to assess appropriate study pathway that considers course choice and suitability of study mode.

The provision of orientation to all learning technologies before they are used as a learning tool. The analysis of the student cohort prior to content delivery including, attendance mode,

geographical location, disabilities, learning styles, availability of and experience with technology, to assist in the planning of learning activities.

Designing learning and assessment activities which engage the student with the learning technologies.

The gradual introduction of new learning technologies over the duration of the course. Communicating the schedule of eLearning activities to students. The use of regular teacher feedback through a range of communication methods to encourage

and engage learners.

TAFE NSW Higher Education blended delivery guidelines Page 6 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

Designing group learning tasks, and engaging learners in peer to peer learning supported by teacher facilitation and feedback.

The use of online learning activities enabling students to engage with other learners, at a variety of locations in various study modes and encouraging a community of learners.

Ensuring student access to campus workspaces, both at host and remote locations. Ensuring technical support is timely and responsive. Ensuring access to teacher support is timely to ensure engagement with, and fulfilment of,

learning outcomes.

Teacher supportTo ensure the success of a blended delivery strategy, teachers must be confident in facilitating in both face to face and eLearning environments. This requires an understanding of the pedagogy of eLearning and capability in the use of eLearning technologies.All teachers engaged in blended delivery must have access to professional development, peer support and the provision of ongoing and timely technical support both during and outside of the delivery session.

Non-teaching staff supportWhere non-teaching staff, such as librarians and technical assistants are engaged in supporting the implementation of blended delivery strategies, both at host and remote locations, it will be necessary to assess proficiency and ensure staff development where necessary.

Evaluation and review of blended delivery

Quality assuranceIn the development of blended delivery strategies, course and subject developers need to implement indicators and measures to ensure that high quality teaching, learning and assessment standards are met to assure both students and TEQSA of the quality of the delivery.Quality assurance measures would include subject peer review, analysis of completion rates and review of assessment strategies. Teachers and faculty managers must also monitor and review delivery and assessment methods on a regular basis. Subjects should be evaluated at least once each year using student and teacher feedback. However, feedback and evaluation should be ongoing for continuous improvement, thus ideally occurring throughout the duration of the course. Feedback will be collated and analysed by the relevant course coordinator who will generate subject-specific reports for the Teaching and Learning Committee. Quality assurance measures are governed by the TAFE NSW Higher Education Course Design and Development Procedure.

Risk mitigation strategiesRisks associated with technology based delivery include student disassociation, technical hitches, and increased opportunity for plagiarism and other forms of academic misconduct associated with the student/teacher relationship being remote rather than face to face.Students must be supported with the provision of clear instructions and an explanation of academic expectations. Students must also be supported in the use of technology for receiving, completing and submitting assessments and for communicating with teachers and peers.Academic staff and regional managers should employ the following strategies to mitigate risks associated with blended delivery.

Close monitoring of student online participation and engagement with blended delivery learning tools so that students at risk can be identified early and provided with contact and support.

TAFE NSW Higher Education blended delivery guidelines Page 7 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

The use of plagiarising monitoring programs. The provision of effective group learning spaces at both host and remote locations. Monitoring potential attrition through, comprehensive technical and academic support and

communication strategies. The provision of ongoing evaluation of student satisfaction to guide improvement of delivery

modes and overall program quality improvement. The use of student, teacher and employer surveys to evaluate the success of delivery modes and

the program in general for the purpose of informing future program development. The utilisation of staff who are experts with the use of blended delivery technologies and teaching

pedagogies and the provision of staff development opportunities to ensure currency of pedagogical and technical expertise.

The provision of ongoing training and technical support for teachers, and support staff. Access to appropriate technology and resources. The provision of regular ongoing technical maintenance. Clear protocols for approval and implementation of blended delivery through academic

governance structures.

Related TAFE NSW Higher Education policies and proceduresThe TAFE NSW Higher Education Blended Delivery Guidelines provide an overview of the design, development and approval process for the implementation of blended delivery in TAFE NSW Higher Education courses. In addition, the implementation of blended delivery is governed by the TAFE NSW Higher Education policies and procedures listed below. These can be accessed on the TAFE NSW intranet at:https://staff.tafensw.edu.au/policies-procedures/

TAFE NSW Higher Education Course Design and Development

TAFE NSW Higher Education Academic Integrity and Honesty

TAFE NSW Higher Education Assessment

TAFE NSW Higher Education Student Progression, Exclusion and Graduation

TAFE NSW Reasonable Adjustment for Students with Disabilities Undertaking Assessment Guidelines

TAFE NSW Higher Education Benchmarking Framework

TAFE NSW Higher Education Professional Development Framework

Further informationFor further information, contact the Director, TAFE NSW Higher Education on (02) 9217 4381

TAFE NSW Higher Education blended delivery guidelines Page 8 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

Blended delivery checklistThe template below must be completed when assessing suitable modes of blended delivery during the course development phase AND when planning the introduction of blended delivery to established accredited courses.Note that when completing an accreditation application, in addition to completing the blended delivery checklist, course developers are also required to map blended learning strategies in relation to assessment and learning outcomes and graduate attributes.

t

TAFE NSW Higher Education blended delivery guidelines Page 9 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

APPENDIX 1: BLENDED DELIVERY CHECKLISTCourse name

Proposed campus/es

Detail the level of blended delivery being considered for the course.

Demonstrate the consultation that has taken place including manager support.

Demonstrate the ability to meet TEQSA Threshold Standards in relation to academic quality and integrity; the responsibilities of the higher education provider to students; and ensuring that physical and electronic resources are well maintained and enable the achievement of course objectives.

RATIONALE

Describe the reasons for delivering the course in blended delivery mode.

How will blended delivery enable the achievement of subject and course learning outcomes and graduate attributes?

How will blended delivery develop student capability to use technology for professional use?

What resource commitment is required for the planning, design and development of blended delivery strategies?

TAFE NSW Higher Education blended delivery guidelines Page 10 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

TECHNOLOGY

Describe the technology available/required to implement the eLearning elements of the blended delivery strategy, from the perspective of the campus (host and remote).

Describe the technology required by the student to participate in the eLearning elements of the blended learning strategy.

FACILITIES

Describe the facilities available or required to deliver the eLearning components of blended delivery. eg: rooms/student capacity, technology in each room, other features. Detail requirements for both the host and remote campuses.

TEACHING AND SUPPORT STAFF

Provide details of each teacher’s experience to deliver using blended delivery.

What strategies are in place to provide staff development to ensure currency of teachers’ pedagogical and technical expertise to deliver via blended delivery?

What service provision will be provided by support and library staff to the delivery of the online component of the proposed course?

OTHER INFORMATION

Provide any other information to support the application for blended delivery.

Name, signature and date: Course Coordinator

Name, signature and date:Faculty Manager

TAFE NSW Higher Education blended delivery guidelines Page 11 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017

TAFE NSW Higher Education blended delivery guidelines Page 12 of 12Disclaimer: Printed copies of this document are regarded as uncontrolled. July 2017