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JISC Beyond Blended - Four modes of participation

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10 learning design cards: 4 Modes meets ABC Learning Design: Download your own

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10 learning design cards: 4 Modes meets ABC Learning Design: Download your own

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Swop Shop for Jisc Celebrating Success Beyond Blended Pilot University of Cumbria July 2025

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Slides for Storyboarding your module incl Beyond Blended prompts

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Storyboarding your module Padlet template

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Storyboarding your module Padlet template

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University of Northampton - Creating Aligned Interactive educational Resource Opportunities (CAIeRO) Storyboarding Your Module - template 2025 - Incorporating Beyond Blended resources and UDL principles.

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This template as part of the facilitates the visual representation of student-centred Constructive Alignment at a modular level. Learning outcomes and summative assessments should be added to the relevant areas. Before working through the template, facilitators and participants should consider the following questions: 1) How well do you know your students at this point? 2) Do you know their level of knowledge? 3) How could you find out? 4) How are they briefed on the module and expectations set? 5) How do you engage them in the module? 6) What barriers to engagement can you foresee? 7) What key technology or support is needed and how can you teach/provide it? 8) How will you and your students know learning is progressing? Feel free to remake this resource without acknowledgement, and feel free to contact LD@northampton.ac.uk to discuss the template and it’s use.

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FlexEd - Approach combining HyFlex and Beyond Blended

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FlexEd - Approach combining HyFlex and Beyond Blended

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Julie and Lisa combined HyFlex and Beyond Blended. This resource includes the slides from our masterclass as well as interactive quizzes and H5Ps.

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Dr Julie Lindsay

Senior Education Technology Advisor, Learning and Teaching Futures, University of Southern Queensland

Dr Lisa Jacka

Associate Professor, Learning and Teaching Futures, University of Southern Queensland

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Dr Julie Lindsay Senior Education Technology Advisor, Learning and Teaching Futures, University of Southern Queensland Dr Lisa Jacka Associate Professor, Learning and Teaching Futures, University of Southern Queensland

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Sorry we can't be there in person. Here is a slide deck with a selection of slides mostly the ones with resources on. If you need access just get in touch with us.

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Please try out our beyond blended buddy.

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This lens has been developed as a starting point for strategic discussions around artificial intelligence in blended learning. The lens aligns with the Jisc framework for digital transformation and was developed from the existing strategic lenses in the Beyond Blended resources.

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Beyond Blended Strategic Lens for Artificial Intelligence in Teaching and Learning

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This lens has been developed as a starting point for strategic discussions around artificial intelligence in blended learning. The lens aligns with the Jisc framework for digital transformation and was developed from the existing strategic lenses in the Beyond Blended resources. Developed with permission from Jisc.

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The Maturity Model is from the Digital Transformation Framework. There are learning and curriculum focused aspects which can be helpful in the context of Beyond Blended. The cards are an adapted form of the Maturity Model.

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The resource is a set of cards that should be printed doubled-sided onto A6 card.The cards use abridged text from the Jisc Maturity Model (adaptation made with permission from Jisc). Users are encouraged to use the full model when considering specific actions to take forward following a card-based activity.Examples of how to use these cards include:Focused discussions about the maturity levels of one of the areas of the Digital Transformation FrameworkIdentification of the areas that have the lowest maturity level and then sorting cards into priority for improvement.Co-production with students through discussions about what should be prioritised for development.Improvement of knowledge and awareness of digital transformation.Rob Blagden has created a spreadsheet to allow input of maturity levels against the Maturity Model, which can be used alongside these Maturity Model Cards. Access Rob’s Maturity Model Scorecard here or via the Related Materials below.

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We have developed an AI Transparency Scale to accompany the work we have been doing. Not a Beyond Blended adaptation, but has been essential to developments about digital learning.

The Artificial Intelligence Transparency Scale (AITS) is a communication tool which has been developed based on the Artificial Intelligence Assessment Scale (AIAS) work by Perkins et al. (2024). The AITS builds on the original AIAS by taking a broader view of the use of AI in all types of activities, not solely assessment and not solely student generated outputs. The scale can be used to communicate how AI is used in many types of tasks and activities.

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The communication of transparency is a key aspect of sharing how AI has been used in created materials or activities. The Artificial Intelligence Transparency Scale (AITS) is a communication tool which has been developed based on the Artificial Intelligence Assessment Scale (AIAS) work by Perkins et al. (2024). The AITS builds on the original AIAS by taking a broader view of the use of AI in all types of activities, not solely assessment and not solely student generated outputs. The scale can be used to communicate how AI is used in many types of tasks and activities. The transparency statements can be used in different educational contexts and beyond. For example, staff can use the statements to communicate how AI has been used to develop learning and teaching materials, students can use the statements to communicate how AI is used in created works (including, but not exclusively, assessment work), and staff can use the statements to indicate to leaners which level of AI use is acceptable for an assessment submission or other learning and teaching activity. While the scale is progressive in the amounts of AI used, the human contribution should not be seen as becoming lesser or more passive. The time on task is likely to be similar, with AI used in a critical way to enhance, adapt and develop. Outputs from a task or activity could potentially be greater in amount or more enhanced in nature as a result of combining AI with human generation.

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We have adapted the four modes of participation to present our initial data analysis of the module-specific learning interventions.

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This workbook has been designed using H5P for a Level 5 Research Methods module, allowing the student to self-pace their learning asynchronously and the educator to focus on practical application during the live session.

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This Wakelet collection is used in a Level 4 Policing module as a hybrid resource for students to independantly and collaboratively develop investigatory and decision-making strategies.

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Work through the activities related to the case study with your syndicate and discuss the case development. We will brief, and de-brief in session, which will build your knowledge of the case ready for the practical assessment; a time-sensitive problem you will solve with your team.

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This is a series of quick tips videos created for Level 5-7 Journalism students which can be accessed on various social media platforms. These microlearning resources are designed for consolidating learning in live sessions/ signposting for absent students to catch up.

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These prompt cards have been created for our Curriculum Design workshop for new programmes and/or programmes undergoing revalidation, allowing teams to consider how they are aligning with the six pillars when shaping their curriculum.

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Our version of an ABC storyboard, with additional guidance and resource included

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We have adapted the language to reflect our context and are updating this framework into our storyboard

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Which we are in the process of merging into our combined City St George's university and adding further Jisc resources

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LEaD's Digital Education team

Our Digital Learning Design service offers module leaders and programme teams a collaborative, flexible process for the design, development, and delivery of blended and online learning activities. Through bespoke consultations and reflective storyboard-based learning design workshops, we can work with you using feedback from students, Moodle engagement data and your reflections on how teaching went to re-design your online learning. We can work with you to:

Plan a range of online learning activities for students to engage with, including knowledge acquisition, applying knowledge, developing skills and working collaboratively.

Review your online learning activities and how they integrate with existing formative and summative assessments to ensure constructive alignment and consistency.

Integrate existing formative and summative assessments into your teaching activities.

Build in support and organisation for blended and hybrid teaching.

If you have already planned your module or programme, our learning design experts, working alongside our school specialist and subject-specialist educational technologists, can help you with:

Structuring your Moodle module to be clear to students.

Learning how to make your teaching materials as accessible as possible.

Recording high-quality videos to introduce topics and lecturers to students.

Designing and helping build digital assessments to streamline the submission and marking processes per the needs of your assessments.

LEaD's Academic team

Our academic team can offer advice and support if you are thinking of any programme development or changes requiring formal approval (for example, through PARC). We can help:

If you are developing a new programme or module and need advice on learning outcomes, your blended learning and teaching activities or your assessments (both formative and summative) to ensure there is constructive alignment.

You are amending your programme or modules for annual programme review or periodic programme review, or a professional body re-accreditation.

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EdtechGuides: Digital Learning Design guide: Digital Learning Design Service

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This guide explains how LEaD can support academic staff to use learning design to improve their modules and programmes.

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 Universal Design for Learning Guidelines 

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 Universal Design for Learning Guidelines 

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Exploring the four aspects of designing beyond blended learning

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Exploring the four aspects of designing beyond blended learning

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Universal Design for Learning Guidelines - BLANK

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Universal Design for Learning Guidelines - BLANK

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Slides used on the day

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Adapted version of the Beyond Blended student information slides.

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Adapted resources for staff, developed from the Beyond Blended resrources.

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Created by John Brindle. Design by Kerry-Anne Langton. Both of Edge Hill University

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We have integrated Pace and Place here.

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ENU Adapted poster for students (class time)

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ENU Adapted poster for students (class time)

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ENU Adapted poster for students (personal study time on campus)

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ENU Adapted poster for students (personal study time on campus)

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Support the revitalising of the Learning Design Cross-Institutional Network (LDCIN). (Pronounced LD-Kin)

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Support the revitalising of the Learning Design Cross-Institutional Network (LDCIN). (Pronounced LD-Kin)

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University of Northampton has a MS Teams area and management support to provide a space for anyone working in or on Learning Design. Can we make it happen to bring Beyond Blended to the existing group? (Jim.harris@northampton.ac.uk)

It is a Jisc mailbox at present, and it would be great to continue the conversations at zero cost.

To join the mailing list, please visit:

https://sites.google.com/site/learningdesignsig/joining-in-remotely?authuser=0

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International Learning Design Cross-Institutional Network (LD-CIN) - Joining the network and meetings

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Staying in touch.
Our learning design email list is run through jiscmail. To sign up, go to the group homepage at www.jiscmail.ac.uk/learningdesign and choose the ‘Subscribe’ link from that page. You will receive a confirmation email which you will need to respond to. Alternatively, send the

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…Sounds excellent to us at Cumbria. As a relatively small team we value the input and support of the community. We’ve found all of the aspects of the Beyond Blended pilot to be valuable - in place events, masterclasses, calls, on-site days, action learning etc. Thank you for the support and invigoration and we hope to keep on collaborating with you. University of Cumbria

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We'd love there to be a Phase 2 of the Beyond Blended project. We've found the support and collaboration within the community to be so valuable - thank you everyone. We'd really benefit from continuing to participate in the community. Thank you Jisc and everyone for such a positive experience. Jane & Andy on behalf of University of Cumbria.

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Can we use BB for the revalidation   Consider CAIeRO

https://www.northampton.ac.uk/ilt/wp-content/uploads/sites/2/2018/08/Why-CAleRO-July-2018.pdf

This provides a framework of where LD needs to be in the conversation when modules are designed. We need to talk to Quality about the validation process, and how to we get signposted to our service as part of the process not coming in too late.

A review of the resources that have been presented to save us recreating stuff

Learning cards storey boards https://miro.com/app/board/uXjVI4INf10=/

Build an AI bot that will support LD to support academics with the move to block/revalidation.

Consider the AI lens, so that courses build in AI literacy into their courses https://figshare.edgehill.ac.uk/articles/educational_resource/Beyond_Blended_Strategic_Lens_for_Artificial_Intelligence_in_Teaching_and_Learning/29400137/1?file=55630229

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CAVEs (Colleagues Against Virtually Everything)

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CAVEs (Colleagues Against Virtually Everything)

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Jim Harris - Learning Designer, University of Northampton

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Alternative submission attempt - #ALTC2025

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Really useful set of resources! Thanks John :)

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Hi, I agree with both Jim and Jane. Establishing (or re-establishing) a network to continue the conversations, share and develop resources, work on cross-institutional projects and research would be great. I'm very happy to take an active role in this. Scheduled catch-up meetings and Master-classes/workshops/seminars. Working on joint publications - edited book based around case studies. List is endless!

I do feel like we're only just getting started on a really insightful, generous community and I want to keep that going :). Just taking the time to go through the resources this morning, feels like a bit of an indulgence time-wise, but so useful. I'd just like to thank all colleagues for their openness, collegiality and generosity. It's been a very positive experience amidst a difficult year in HE.

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Padlet of Abertay's resources from Swop Shop

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Padlet of Abertay's resources from Swop Shop

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This is a Padlet I created to support colleagues aligning our Pre-Live-Post model with ABC framework.

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UON Guidance on Generative AI (single message for staff and students)

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UON Guidance on Generative AI (single message for staff and students)

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LLS Home: UON Guidance on Generative AI (GenAI): Home

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LLS Home: UON Guidance on Generative AI (GenAI): Home