Course structure and content
The course is grounded in an innovative approach to blended learning developed and implemented in multinational corporate learning and higher education settings internationally. Pioneered by the course tutor (Professor Margaryan) and her colleagues, this cutting-edge approach to blended learning has been published and highly cited in impact-rated academic journals as well as receiving an Excellence in Research to Practice award from the American Society for Training and Development (ASTD).
The course is structured around a real workplace task, whereby each participant designs their own blended learning course they are planning to offer in the forthcoming semester.
In designing their course, participants go through a systematic, robust and scientifically-rigorous process grounded in the first principles of instruction synthesised from the contemporary theories of learning and instruction.
Participants are provided with key academic texts and real-world examples from corporate learning and higher education settings, carefully selected and synthesised by the instructor to help participants understand relevant theory whilst working on their own real-world practical task of designing an effective blended or online course.
Participants are offered regular individual guidance and formative feedback by the course tutor, as well as peer-advice from other participants at all steps throughout designing their blended learning course. The tutor offers individual guidance and feedback in the format best suited to each participant, by prior agreement – in writing via the course website or email, by telephone, via Skype/Zoom/Teams or in person on campus if appropriate.
The course runs for 8 weeks.
In Spring 2021, the course runs from 3 May to 25 June 2021.
The course consists of 4 seminars, each seminar lasting up to 2 hours.
The seminars consist of a mixture of presentations by the instructor, guest speakers and the course participants and round-table discussions.
In Spring 2021, the seminars are scheduled to be held fully online, via Zoom. The seminars will be video-recorded and the recordings will be made available through the course’s CANVAS site.
Assignments and assessment
Each participant undertakes, after each seminar, to carry out an assignment and to submit the assignment output to the course website within a week of the seminar. In the subsequent week, the tutor and in some instances the participants provide formative feedback on submissions.
There are no grades; the course is based on a pass/fail assessment system. To pass the course, participants are expected to attend and contribute to all seminar discussions and complete 100% of all assignments in a timely manner (including their own assignments and feedback on other participants’ submissions where required).
There are four assignments in the course. Assignments 1, 3 and 4 can be resubmitted maximum once, following a round of formative feedback. Assignments 2 and 3 are closely connected, with Assignment 2 being an early iteration of Assignment 3, therefore Assignment 2 can be submitted only once.
Upon completion of the course participants will receive a formal certificate and, if required and by prior agreement, the appropriate number of APP hours.
Expected time investment for participants
The estimated time investment is approximately 40 hours across the entire 8-week course. However, because the course is based on a real workplace task – designing an actual blended learning course - the participants’ time investment in the course would be expected to be part of their normal teaching workload.
Testimonials from previous participants
“Thank you for an inspirational course. I have learnt a lot and already managed to incorporate some of the learnings into the course I am teaching, but also into my ‘normal day-job’ as Learning Lead. Your feedback and insight into the adult learning requirements, combined with relevant theory have given me a much better (improved) understanding of how we as adults learn. Also, interaction with other teachers at CBS, including this peer review exercise, both have been great experiences, providing relevant insight – and personal reflections. Highly appreciated.” Dr Dorthe Hahr Dupont, External Lecturer, IOA and Learning Lead, Nordea.
“Thank you for a great course. I have really learned a lot from having to redesign my own course and not least from hearing and seeing how other teachers are designing and conducting their courses. I think the combination of your in-depth suggestions and guidance and the cross-course interaction between CBS teachers is the biggest strength of the course. I really hope that more teachers are able to follow the course in the years to come.” – Dr Jonas Felbo-Kolding, Postdoctoral Fellow, EGB
“Thank you VERY much for a mind-changing course. I am absolutely excited about this course, and it inspires my assistant professorship program assignment too. I really appreciate your professionalism and empathetic style of teaching.” – Dr Mia Koss Hartmann, Assistant Professor, MSC