In its first year, the project aimed to establish the current balance of different modes of curriculum delivery (face-to-face, blended, online, hybrid) across Scotland, with a particular emphasis on the relationship between strategy, practice and the learner experience. The partner agencies working on the project undertook desk-based research and interviews resulting in a report published by SFC in February 2024.

The key findings of the report are:

1. Our focus should be on getting the blend right. The term 'digital' describes something that is business as usual, and this is already reflected in institutions' strategic commitments and the way we communicate with learners. Active blended learning is becoming the norm and 'digital' is a tool for delivering this.
2. All provision should be accessible and inclusive. There are specific challenges relating to this in terms of blended provision, such as digital poverty, which is widely recognised and is being addressed.
3. Learners' sense of belonging is key to encouraging their engagement regardless of mode, and active and peer learning are essential to promote and sustain this.
4. Learners struggle when terminology is used in a way that is unclear or inconsistent. It is important that all staff and learners are given clear information about what 'blended' means within their institution.
5. The ongoing promotion of digital literacies is vital for staff and learners. Staff development must include a focus on pedagogical understandings of digitally enhanced learning spaces rather than focusing on how to use different technologies.
6. There is tension between institutional estates and learning and teaching, both in terms of current delivery (for example, in scheduling) and future development (ensuring that learning spaces are aligned with learning and teaching strategies).

Sector event

On 20 September 2023 we were delighted to welcome more than 70 colleagues from colleges, universities and sector agencies to The Studio in Glasgow where we shared and tested early findings from our research. We captured further data at the event through a range of tabletop and online activities.

In the afternoon, attendees participated in a practical exercise on supporting curriculum design in mixed modes, and we are grateful to Dr Colin Milligan and Dr Fiona Kennedy from Glasgow Caledonian University for leading this. The day closed with an engaging panel session which included Dr Milligan alongside Professor Simon Thompson (University of Manchester) and Dr Sheila MacNeill (Jisc).

Online Resource Hub

We have built a dedicated Resource Hub which provides a mix of research, practical guidance and case studies on ABL. Here you can learn about what it is, why it is important, and how to design for it.

The resource hub includes six sections that can be read in sequence or as standalone guidance, and that are rich with signposts to external resources and frameworks to help you design high quality active blended learning.

CPD Workshops

Alongside the Resource Hub, we designed an interactive workshop for programme teams introducing the ABC Framework. A small group of facilitators from QAA, CDN, Glasgow Caledonian University and City of Glasgow College took this workshop into three institutions (UHI Inverness, Edinburgh Napier University and City of Glasgow College) during June 2024.

Working with programme teams, the facilitators delivered this workshop to around 40 colleagues working in subject areas including Construction and Engineering, Business, Nursing and Midwifery, Care, Events Management and Electrical Engineering, spanning SCQF levels 5 and upwards. Participants were asked to provide specific challenges in advance and facilitators then worked with them to address these challenges using the ABC Framework. A further online workshop, open to all, took place on 4 September 2024.