Lauren Dembrosky

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Mini-Course:Blended Learning Strategies

About me


I am in the Curriculum Development and Instructional Technology Master's program at SUNY Albany. I currently work at Open SUNY, located in Albany, NY. I work at the help desk as an Instructional Technologist assisting faculty and student with online learning. I create support material and conduct in-person and online training for the the learning management system, Blackboard. I have a certificate in Instruction Design and also a Bachelor's degree from SUNY Oneonta in Childhood Education.

My Topic/Purpose

Blended learning (or hybrid learning) brings aspects of the traditional face-to-face classroom to the online environment. Blended learning redesigns how content is delivered, exposes students to new and existing technologies and allows for a learner-centered approach. Information will be provided on what blended learning consists of and it’s uses. The purpose of this course is to provide examples of different types of blended learning models as well as identifying which aspects of the face-to-face classroom can be delivered online.

Needs Assessment

Problem: Helping participants determine if their in-class content can be transitioned into a blended (in-class/online) environment. Deciding which model works best for their teaching needs. Addressing technology barriers that may arise while exploring blended learning and models.

What is to be learned: How to determine what aspects on in-class instruction/content can be delivered online. The different models of blended learning

The Learners: Participants who teach in the physical classroom setting. Also, participants who are new to teaching online. Instructional Context: Content will be divided into lessons that will start the participant with generating ideas of what content to deliver online, by viewing examples. Then they will look through different models of how to present the instruction/content online and lastly have the participant reflect on how this will change their teaching style and how it will change their in-class instruction.

Exploring problems and solutions: Participants may be overwhelmed with which parts of their in-class instruction to pick and choose to deliver online. Participants may also not have an understanding of technology to use and there may be a gap between wanting to deliver content online but not having the technological awareness. Solutions may include having participants pick one or two examples in a lesson of what can be delivered online. Also, giving participants examples of technologies that can be used, with how-to instructions.

Goals: Participants will be presented with a plethora of examples of blended learning examples and also models of blended learning environments. With this information, participants will have a working knowledge of how blended learning works and be able to apply what is learned into their own classrooms and lessons.

Analysis of the Learner and Context

The Learners The learners for this mini-course can be k-12 teachers or higher education instructors. Learners do not have to have a background or understanding of blended learning before going through the course

Context of Instruction The course will be completed using the KNILT wiki. Content will be delivered through the Blended Learning Strategies course and learners will need internet access to complete tasks.

Performance Objectives

At the end of this course, learners will be able to:

  • Evaluate and discuss which blended learning model will fit their instructional needs
  • Identify aspects of teaching/learning that can be delivered online
  • Analyze a current face-to-face course lesson and redesign it to fit the blended learning environment

Task Analysis


  • The participant will need a current lesson or concept of a lesson they are looking to transition into blended learning

Unit One:

  • The participant will define what blended learning is
  • The participant will complete a quiz on blended learning history and what makes a course blended

Unit Two:

  • The participant will compare the different types of blended learning formats
  • The participant will identify which blended learning model will be beneficial to their lesson design

Unit Three:

  • The participant will compose a lesson based on blended learning strategies

Unit Four:

  • The participant will compare their lesson to the rubrics and things to consider and make changes if needed
  • The participant will share their lesson with others on a wiki site discussion
  • The participant will discuss thoughts, ideas, and issues they encountered while composing the blended learning lesson

Curriculum Map

File:Blended Learning Strategies Concept Map.pdf

References and Resources