Susan Crichton's reflection on the development of her first blended learning course is an excellent example of clear, concise planning that balances required outcomes with learner experience to achieve a resounding success. I'm sure there were bumps along the way that have been ironed over for the purposes of good narration - after all the path to evolving new methodologies never did run smooth - but that aside, it's proof if such were necessary that success really is 99% planning.
Reflecting on my school days in the pre-computer era - and yes it still comes as a shock to me that I'm really that old - I realise that I was exceptionally lucky to have teachers who had grasped the fundamental concepts of blended learning before the technology arrived to make it possible. One of the many talents of exceptional teachers is that they recognise the value of encouraging many methods of discovery and interaction amongst their students. And so before online learning was ever dreamt of, I recall my teachers encouraging research, fieldwork, experimentation, discussion, debate, inquiry and analysis across a host of topics, in class, out of class, in groups, pairs, individually - using as many ways and means as you could reasonably shake a stick at to guide our early forays into the world of knowledge and open our minds to the limitless potential for discovery.
For that reason, while some may dismiss blended learning as the latest fad - I see it as simply reframing one of the fundamental principles of learning within a contemporary context in order to integrate the latest wave of technologies in the unceasing evolution of teaching and learning.
As the primeval hunter continually sharpens his blade in preparation for the hunt, so we should be continually honing our skills, acquiring and learning new technologies and methodologies, and effectively modelling the learning process itself for our students and colleagues.
