Instructional Design for Blended Learning
Overview
Many training programmes fail not because of poor trainers but because of weak design. This instructional design course shows learning professionals how to plan blended learning that combines classroom sessions, online modules and workplace practice into one coherent journey. Well-designed programmes hold attention, make better use of limited training time and lead to measurable changes in what people do at work.
Participants learn to analyse learning needs, write clear learning outcomes, apply recognised design models, choose the right mix of delivery methods, build engaging activities and plan evaluation from the start. The programme suits trainers, instructional designers and training coordinators in companies and government training units. Participants leave with a complete design for a blended programme of their own and a plan to apply it.
Who should attend
Trainers, instructional designers, training and development officers, e-learning specialists, training coordinators, and staff of training institutes and learning units in ministries and public bodies.
Training methodology
Interactive presentations, practical exercises, case studies, group discussions, role-plays where relevant, and a personal action plan that participants apply in their own work.
Objectives
By the end of this course, participants will be able to:
- Analyse learning needs and define measurable learning outcomes
- Apply instructional design models such as ADDIE and SAM
- Select the right blend of face-to-face and digital methods
- Design engaging activities, materials and online modules
- Plan evaluation that measures learning and workplace impact
Course outline
Day 1Principles of Learning Design
- How adults learn and remember
- Role of the instructional designer
- What blended learning really means
- Common design mistakes in corporate training
- Linking learning design to performance goals
- Review of an existing training programme
Day 2Analysis and Learning Outcomes
- Analysing audience, tasks and performance gaps
- Writing clear and measurable learning outcomes
- Using Bloom's taxonomy for outcome levels
- Applying the ADDIE and SAM models
- Sequencing content into logical learning units
- Exercise: writing outcomes for a programme
Day 3Designing the Blend
- Choosing methods for each learning outcome
- Balancing classroom, online and workplace learning
- Live virtual sessions and self-paced modules
- Microlearning, video and mobile learning options
- Designing the learner journey and timeline
- Workshop: mapping a complete blended programme
Day 4Activities and Materials
- Designing active and engaging learning activities
- Writing scenarios, case studies and practice tasks
- Principles of clear slides and handouts
- Storyboarding simple self-paced e-learning modules
- Accessibility and Arabic-English design considerations
- Exercise: storyboarding a short online module
Day 5Evaluation and Implementation
- Planning evaluation at four levels
- Designing assessments that measure real skills
- Supporting transfer of learning to work
- Piloting, reviewing and improving the design
- Managing stakeholders during programme rollout
- Personal action plan for a blended programme
