Transforming curriculum and learning design in a shifting landscape

Building on our 2023 beyond blended report and 2024 beyond blended guide, we’ve been working with 17 higher education providers in a year-long research pilot to explore how curriculum and learning design can evolve to meet the needs of a changing sector.

The findings are recorded and analysed in our new publication, 'Beyond blended in action', which shares practical insights, tested approaches and ten key actions for institutions looking to strengthen their blended learning offer.

Why did we undertake this research?

With the changing landscape of higher education, and the challenges post-pandemic around student engagement, declining numbers of international students, rising numbers of commuter students, and limitations on campus spaces, it was timely for us to explore how higher education providers were supporting staff with the design of blended learning. Our 2023 beyond blended report offered lessons from the sector on post-pandemic curriculum and learning design and our research pilots gave us valuable insights on current practice and issues.

As one of our pilots said:

“The 2024/25 first-year undergraduate cohort has 450 students, a large cohort that will soon expand beyond the capacity of the physical estate and which has a shifting demographic and tariff profile. In parallel, student engagement has dropped significantly over the last few years, and first-year progression has also become a considerable challenge. A plan to address this involves transitioning to a flexible and diverse delivery, exploring ways to evolve teaching models that can provide an inclusive and excellent learning experience, raising the priority of student choice around an array of digital and in-person modes of engagement. Beyond the challenges mentioned above, this will also assist with large cohort teaching.”

– Beyond blended pilot organisation

What do we mean by beyond blended learning?

A beyond blended approach considers what is being blended, what choices are available and then what is the pedagogic value of those choices, so we can talk to students about the value to them of engaging in certain ways.

How the pilots used the beyond blended resources

Through working with our pilots, we collected feedback that the beyond blended materials provided a shared, trusted and evidence-based vocabulary to support conversations both at a strategic level, but also in discussions with academic staff. The beyond blended materials offered the pilots a vocabulary to describe:

• Different modes of participation in learning (pdf) (live online; live in place; asynchronous online; asynchronous in place)
• Different aspects of learning (pdf) (time, pace and timing; space and place; learning materials; group roles and relationships)

The six pillars of beyond blended learning (pdf) (place; platform; pace; support; flex; blend) was used by the pilots to inform their development of curriculum frameworks and design processes.

Pilot teams were encouraged to use the materials as a starting point for conversations to reach a shared understanding and clarity around terminology and meanings that suited their own contexts. Some adopted beyond blended terminology and others adjusted this or defined their own. This was particularly important for those looking to develop or refine curriculum frameworks but also to facilitate strategic conversations that included a range of different stakeholders across the organisation.

“The six pillars for designing beyond blended learning, together with the four aspects of learning, formed the basis for the development of our own conceptualisation/framework of blended learning. These elements were brought together in a visual illustrating key components of blended learning, with definitions adapted for our context, and a further visual illustrating how these components interact to create blended learning experiences for learners.”

– Beyond blended pilot organisation

The capacity to adapt beyond blended materials was highly valued and resulted in sharing of ideas and locally produced versions, for example, a new strategic lens for AI in teaching and learning was developed by Dr Alison Purvis at Sheffield Hallam University building on the set of beyond blended strategic lenses (pdf).

Actions for reframing curriculum development

From the valuable insights we have gained from working with our pilots we have collated a set of ten key actions that other organisations can take, using the beyond blended resources and lessons learned from the pilots.

1. Customisation, adaptability and alignment of beyond blended resources - be imaginative – repurpose, adapt and share your versions
2. Senior leadership involvement - involve key senior leaders as soon as possible
3. Collaborative approaches - bring together a range of people across your organisation to encourage new connections and approaches
4. Start small - begin by focusing on manageable actions (these can still be part of broader aims and ambitions)
5. Developing a shared language - use the beyond blended materials to consider language use around different types of learning and teaching to reach a consensus on consistent common language
6. Cross-disciplinary dialogue - find ways to encourage cross disciplinary dialogue
7. Evidence and impact - use existing and new evidence to build a business case for change and innovation
8. Learners as co-creators - find ways to actively involve students at different stages of curriculum and learning design
9. Embracing innovative approaches - create space, time and opportunities for people to experiment with new and different approaches
10. Cross-sector sharing and dialogue - look for external partnerships that can add different perspectives and possibilities for collaboration

“The resources also offer a strong foundation for cross-disciplinary dialogue, helping to surface shared challenges and solutions in blended learning approaches.

“Being part of this pilot has empowered our colleagues to innovate and to try out new ways of working. It has created a space where they can explore and expand on their creativity to test, redesign and develop ideas to enhance student’s learning experiences as well as their own pedagogy.

“Participating in this project has been immensely valuable for the project team, participants and the wider institution. Having the opportunity to share practice, challenges and learn from other institutions has shaped our current practice.”

– Beyond blended pilot organisations

Looking ahead

Beyond blended in action captures a pivotal moment in how curriculum and learning design are evolving across the sector. As we move into phase two of our research pilot, we’ll be working with 12 of the original 17 institutions to deepen understanding and extend the impact of the beyond blended resources.

We invite you to explore the report, adapt the materials to your own context, and share your experiences of transforming curriculum design in a shifting landscape.

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