EEL502 Designing Blended Learning Environments in Higher Education (8)

The subject provides opportunities for participants to examine the changing nature of tertiary learning and teaching in the digital age and the implications of these changes for the roles of teachers and students, the development of generic skills, capabilities and attributes, and emerging professional identities. Participants will consider key educational philosophies that underpin contemporary approaches to 'blended learning design', drawing in particular on 'constructive alignment' (Biggs & Tang, 2011) and 'affordances' (Gibson 1977) as a foundation for designing blended experiences for 21st century learners. Participants will also examine concepts such as: the networked learner, digital citizenship, lifewide and lifelong learning, authentic learning, Open Education Resources, technology-enabled learning, and e-assessment. They will engage in critiquing existing learning designs, as well as designing small-scale authentic and blended learning and teaching experiences.

No offerings have been identified for this subject in 2021.

Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


Division of Learning and Teaching

Enrolment Restrictions

Not available to students who have completed the subject EEC403

Incompatible Subjects


Learning Outcomes

Upon successful completion of this subject, students should:
  • Identify the changing nature of learners and learning in tertiary education in the 21st Century, including both formal and informal learning experiences;
  • Justify the generic skills, capabilities and attributes required when designing, facilitating, enhancing or supporting lifelong learning experiences in the 21st Century;
  • Consider key educational philosophies and ideals that underpin 'blended learning design';
  • Critically discuss the affordances of different learning activities, spaces, technologies and assessments in tertiary education taking into account participants' disciplines and professions;
  • Design and justify, using constructive alignment, a learning and teaching experience;
  • Critique the design of a learning and teaching experience.


This subject will cover the following topics:
  • The changing nature of tertiary learning and teaching in the digital age;
  • The changing roles of learners, teachers and educational support in the 21st century;
  • Digital literacies, social media literacies, digital citizenship and the development of one's professional identity and knowledge in a digital economy (the networked, lifelong learner and professional);
  • Key educational philosophies that underpin 'blended learning design';
  • Affordances and constructive alignment;
  • Scholarship in blended learning design;
  • Reflective practice.

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EEL502 in Session 2 2018. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Essay: analyse oer use in your teaching
Report: de learning & teaching approaches
Csu thinkspace blog - exploring eets

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.