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Technology Enhanced Learning


Before you start developing blended/online learning it is recommended that you analyse the learning context as this will influence other decisions later in the development process. 

This phase should primarily focus on your students and the learning context which surrounds the module.  You will need to identify their needs, set your goals for the module by clearly defining the intended learning outcomes and involve a team (including educational technologists) that will contribute to the development and support the delivery of the module.

To ensure analysis is thorough, review the various contextual components by addressing a series of planning questions and key considerations (outlined below) as you document your plan.



Planning Questions


School Influences 

  1. Who are the teaching team that will contribute to the development of  this module. What are the respective roles of contributors? 
  2. What is the broader context for your module in terms of the programme, school, faculty, professional bodies, or the community?
  3. Are there industry or professional standards which impact on what you include in your module?
  4. What time commitments are involved in the development and/or teaching?
  • Identify how your module fits in the broader programme, check other modules to achieve balance and cohesion with such things as assessments due dates and use of educational technologies. 
  • Consider what online teaching experience and level of digital knowledge or skills your teaching team have.

Learning Environment

  1. What is your current teaching environment?
  2. Is there the infrastructure or resources to support the use of educational technologies?
  • Identify where the learning will take place: on-campus, across multiple campuses, industry and community locations or online.

Learning Approach

  1. What is the current culture regarding teaching and learning in your school or unit. Will blended/online learning fit with this culture? 
  2. How will a blended/online learning approach improve the student learning outcomes? 
  3. Will the blended/online learning elements be scalable?
  • Consider if planned online assessments and learning activities will still be viable if student numbers increase or decrease.
Student Cohort
  1. Who will be the typical student that will take this module or programme? 
  2. What is the context of their learning e.g. their level (first year or later years), their previous experience. What do students already know and what they should know after completing the module.
  3. What is your cohort size? The number of students you have can constrain or provide opportunities for incorporating collaborative learning activities and group tasks.
  • Do they have particular needs that you should consider. 
  • Consider their experience of blended/online learning, their digital and online learning skills
  • For example, group discussions with twenty versus sixty may need a tutor or teaching assistant to moderate, or break the larger groups into smaller discussion groups.