Messy Design: Organic Planning for Blended Learning

Abstract

Educational planning and design processes are often described as messy but when modelled assume a tidy linearity that suggests they can be easily shared and transferred. In this paper we argue that a messy process does not mitigate against sharing and transfer and can in fact aid in developing a model that is reusable and authentic. We describe the design of an integrated and interactive blended learning environment for students while demonstrating that messiness does not necessarily preclude modelling. Drawing on Goodyear’s (2005) discussion of the use of patterns in educational design, our aim was to develop sustainable designs as a key feature, and to facilitate applicability across disciplines. By acknowledging a wicked view of design as a domain and using a rhizomatic metaphor to define and describe what we did, we provide a planning and design process for blended learning that is shareable, reusable and flexible while being neither ill-structured nor ill-defined.