What is Block and Blend?
Block and blend is an approach to learning and teaching which puts students at the heart of an empowering and compassionate academic experience.
Students studying on a Block and Blend designed programme will typically study one module at a time over a period of seven weeks, rather than three modules consecutively over a period of twelve weeks. The learning experience brings together a range of activities and resources which may be delivered on campus or in the Online Learning Environment (OLE), may be completed independently and / or in groups. Learning and understanding is tested through these activities, before an assessment of the learning is completed, typically at the end of the module.
Is Blend just online?
At Suffolk, Blend is more than the use of the Online Learning Environment to deliver additional content. Blended learning is about the right blend of learning experiences and activities for the module and its learning outcomes - but also for the student cohort. As part of the intentional design of blend, it is necessary to consider who our student are, the level of learning, the timing of the module, the learning outcomes and the best ways to support our students to succeed.
We do provide course teams with guidance in the effective and intentional use of Brightspace as part of their application of blended learning. This includes the Baseline Standards and the Exemplar Module Design Rubric.
University of Suffolk - Block and Blend from University of Suffolk on Vimeo.
Example
Single level delivery including a Learning Hub.
Multiple Learning Hubs
On occasion, multiple Learning Hubs could be employed to enable the development of different skill sets at different points during a year of study. The same principles for delivery and assessment through learning outcomes should be applied.
Examples
Models for Block and Blend Delivery
Models for Block and Blend delivery
Our standard approach for Block and Blend is the "6 plus 1" model, in which one module is taught over the period of six weeks, with a seventh week used for assessment, and preparation for the next module.
Block delivery at the Ipswich campus should be scheduled in line with the dates on the academic calendar. Campus days will assume activity between 9am-5pm, with a model of 3 campus days for Level 4, and two campus days for levels 5, 6 and 7. Wednesday afternoons will be non-taught activities.
Undergraduate Block Structure (within an academic year)
Standard model (30 credits)
The standard model for block structure within an academic year will involve four consecutive 30 credit modules. There will be no required research methods modules and dissertation module will need to be 30 credits.
*Where an apprenticeship standard dictates the need for a 20 or 40 credit EPA, this will be allowed, with additional 10 credit modules identified as wrap-around activity / output.
Standard model (with 15 credit exception)
Undergraduate models will normally be equally weighted at 30 credits, but there will be an allowance of 2 x 15 credit modules per level of study. 15 credit modules will normally be delivered in pairs, either consecutively (i.e., 3 weeks + 3 weeks = 1 6-week block) or simultaneously (over a 6-week block).
Example - 15 credits (consecutive model)
Example - 15 credits (simultaneous model)
Postgraduate Taught Block structure (within an academic year)
The standard model for postgraduate taught course block structure within an academic year will involve four 30 credit modules and a 60 credit Dissertation module (With no exceptions).
Standard model (with 15 credit exception)
There will be an allowance of 2 x 15 credit modules per level of study. 15 credit modules will normally be delivered in pairs, either consecutively (i.e., 3 weeks + 3 weeks = 1 6-week block) or simultaneously (over a 6-week block).
Example - 15 credits (consecutive model) Postgraduate taught.
Example - 15 credits (simultaneous model) Postgraduate taught.
Optional Modules
Optional modules may be included in undergraduate courses from Level 5 onwards. In Block teaching, optional modules will typically need to be delivered in the same blocks. This is also true for student pathways and joint provision.
Example - Block structure with two optional modules in blocks 3.
Example - Block structure with two sets of pathway modules.
Learning Hubs for skill development
A Learning Hub is often used to support the cumulative development of skills, for example, academic, research, employability, enterprise and entrepreneurship over a prolonged period in a year of study. Learning Hubs run in parallel to the blocks or modules, and progress in the development of skills can be tested in module learning outcomes.
Example - Single level delivery including a Learning Hub.
Multiple Learning Hubs
On occasion, multiple Learning Hubs could be employed to enable the development of different skill sets at different points during a year of study. The same principles for delivery and assessment through learning outcomes should be applied.
Example - Multiple (Consecutive) Learning Hubs
Example - Multiple (overlapping) Learning Hubs
