Blended Learning Design Proposal for IT Students in NZ Education

This project presents a comprehensive design proposal for implementing blended learning activities tailored for IT students within New Zealand educational institutions. The proposal emphasizes the integration of traditional classroom settings with online learning resources to create a comprehensive learning module. The study delves into virtual learning scenarios, emerging technologies like digital storytelling and gamification, and a review of existing blended learning models. The proposal focuses on the New Zealand context, considering the country's three-tiered education system and the high standards of its universities. The aim is to create a framework that leverages the strengths of both traditional and digital learning environments, enhancing student engagement and outcomes. The project also acknowledges the importance of understanding the specific needs of students, classrooms, and institutional activities in New Zealand to ensure the effectiveness of the blended learning approach. The design proposal considers the customizable nature of blended learning to cater to the unique requirements of the New Zealand educational landscape.

Running head: DESIGN PROPOSAL
Design Proposal
Topic: Blended learning style for IT students in NZ educational institutions
Name of the Student
Name of the University
Author Note

1DESIGN PROPOSAL
Abstract
Blended learning model is new way of using the traditional and the new age learning models
in the same way where the digital versions of teaching student does not completely replace
the way by which the traditional teachers used to interact and teach the students. however
there are several challenges associated with the understanding of blended learning models
and its implementation in an educational institution. With the development of these blended
learning models, there have also been several challenges associated with the different ways of
accepting the learning models and using them at the same time. This is why this particular
paper proposes a design for the blended learning activities of the students that would help
them in having a total form of learning module which has not replaced the traditional learning
models but has successfully utilised the digital technologies and blended them along with the
traditional learning models so that they can be used along with the old way of teaching a
student evaluating how the students performing and also how the teachers are being able to
teach. The total focus is given to the development of this model thinking about the students in
New Zealand.

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Table of Contents
Introduction................................................................................................................................3
Virtual learning scenarios......................................................................................................5
Emerging scenarios................................................................................................................8
Previously Established Science Learning Activities Model................................................10
Proposal about a new model to be established.....................................................................12
Conclusion................................................................................................................................20
References................................................................................................................................22

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Introduction
The concept of blended learning is a scenario where education is combined with
online opportunities and the online materials are presented with the blend of the traditional
classroom atmosphere. This is the area where the classical educational approaches are
amalgamated with the online education resources that are found to be providing technological
opportunities of the interactions to the students (Thompson, Jowallah & Cavanagh, 2019).
However, it is not just the involvement and prevalence of the technological methods that are
in use but it requires the physical presence of both the student and the teacher as even
accepting the activities governed by the technological presence is not surpassing the
traditional teaching methods. Therefore, the physical presence of the teacher and the student
is necessary. There are several areas where the blended learning activities and approaches are
tried to be implemented within the educational arenas and even in some development and
training settings (Boelens, Voet & Wever, 2018). The activities of blended learning
approaches are tried to be implemented at various educational and training settings, but most
of the time, the approaches to implement the blended learning setting and systems have been
reported to extremely unsuccessful, provided the lack of consensus and even lack of proper
awareness about the system.
The proper mixture of both the traditional and online settings of educational delivery
is to be understood first for the proper blend of both these systems. Having an online
counterpart for the traditional educational approach does not represent absolute substitution
but should emphasize the traditional learning approach and also shall effectively replace the
face-to-face contact rather than completely replace it (Vo et al., 2017). The combination of
the two approaches is not too much innovation to ask for and the creeping of the digital
domain in the daily lives of the people is just as natural as the other forms of digital

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implementation in lives. The understanding of the requirements for having blended learning
into practice requires a framework. Otherwise, there indeed are several areas where the
influence of the digital world has already been accepted by both the students and the teachers.
These are not the blended learning approaches following a specific framework, but it
is the contemporary association and influence of the digital technology that is impacting the
other phases of human lives as well (Kristanto, 2017). There might be situations where it is
already found that the students are seeking help online during their educational activity,
where they are aided by the online tutors available at different online platforms. This means
that they are already receiving blended learning for a long time. However, the blend is not
regarded as effective since it is not under the supervision of educational personnel and not
under a policy bound and researched approach (Havemann et al., 2019). Since the digital
world is prevailing in the recent times and affecting the lives of human beings, the life of the
learners and the education providers must also be involved with the blended learning
approaches according to the framework of the system to make it be implemented in the most
effective way possible.
Therefore, the following would be the proposal about the new design of the
framework for the blended learning approaches for the students, mostly focusing on the
students of New Zealand (Park, Yu & Jo, 2016). This is to be done with the scenarios under
which the development of the virtual learning activities are taking place in the society, the
emerging scenarios about digital storytelling and gamification of the strategy, the detailed
description about the previously established ideas behind the blended system of learning
activities model would be given to find out what has already been performed before. Based
on these findings, the new system design for the blended learning activity model would be
described in detail.

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Virtual learning scenarios
The mixture of the virtual learning scenarios is mostly derived from the blend
between the online learning facilities and the old and traditional face-to-face learning
techniques. With the implementation of the technical world, the regular lives of people are
already affected. This means that the educational arena of the students already has the
infiltration of the technological world (Pandit, 2018). This is found in the regular lives of the
people where the people more or less involve the technological activities in their usual
traditional lives. The usual scenario is quite a common occurrence where the blended nature
is experienced without the involvement of any framework. The students might be facing
issues during their educational activities and during that time, they might seek help online.
There already are several online-study helps present and these come to aid the students (Lu et
al., 2018). However, this approach is not reliable enough as a well-researched and effective
idea where the learning activity is not governed or supervised by any affiliated educational
institute or personnel.
Therefore, it was necessary that given this scenario where the technological
developments influence the learning environment in the educational field, a governed
framework is introduced. This would provide a better-blended nature of the education
environment as an effective framework does not bound the ungoverned policies. It is not
necessary that every school, classroom and student would be responding similarly to a single
model of blended learning system (Nortvig, Petersen & Balle, 2018). The learning systems
offer blended learning activities as a model combined with both online and face to face
learning experiences but it should be appropriate as per the type of the school, the classroom
and the students. The variation of student mentalities, classrooms and education system in
different countries are huge, and so it is necessary that the understanding of the students,
education system and classroom variations are well-understood before a study system is

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implemented.
One of the most notifiable factors in the blended learning technique is that it is highly
customizable, and therefore, the students in New Zealand can also be provided with a
framework designed especially for them with blended learning approaches (Khodabandelou
et al., 2017). However, before this can be done, it is essential that a detailed understanding of
the scenarios for the New Zealand students, classrooms and institutional activities need to be
described in detail. The quality of study in New Zealand is extremely high as per the reports
and researches. It has already been statistically proven that in the entire world, New Zealand
is the only country where all of the universities are ranked in the top 500 educational
institutes (Porter et al., 2016). The educational model is mostly three-tiered including the
primary schools and the intermediate schools, the secondary schools, the polytechnic and the
tertiary educational institutes.
The three-tier education system is the concept of the educational system, where the
structure of schooling lies in three distinct school types. This begins with the compulsory
education of children in their first school. It is regarded as the primary school where the age
of the students lies between 8 to 10. After graduating from the primary studies, the children
are transferred to the Middle School. In the Middle Schools, the students learn the Key Stage
2 and 3 in the 3 to 4 years of the school years. Thus, the last tier being the Upper or High
School, this stage begins the compulsory education of the students where the compulsory
education of the students begins (Borba et al., 2016). The primary school system for the
children in New Zealand declares that children between the ages of 6 to 16 must attend a
school or either be educated at home. In New Zealand, most students are found to be starting
their education at an average age of 5 years. The schools are found to be varied in sizes,
where the total number of students in a school varying in between 100 to 2000.

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The schools in New Zealand are focused on their studies and the usual activities in the
educational fields specify that these students are usually accustomed to receiving personal
attention from teachers. The practical and theoretical learning in the different areas of
educational institutes is found to be encouraged in New Zealand. The students in the country
are even encouraged to boost their thinking by enabling independent, critical and analytical
reflections (Johns, 2017). The schools have also started to enable extreme creative thinking
all around the universities and schools and even accepted the technological changes after the
introduction of computers and internet utility in the educational fields. The outdoor activities
like sports and playtime activities are also encouraged similarly to the other co-curricular and
cultural activities.
The teachers in the schools and educational institutes support the activities out of the
school hours like the sports teams, the drama clubs, the music groups, and so on. The students
are also provided with opportunities for educational trips as a part of the traditional
educational activities. Thus, the natural surroundings in New Zealand and flora and fauna are
also found in being added to the education of children (Broadbent, 2017). This gives the idea
that the learning of the students is not only restricted to regular bookish education. Both the
co-curricular activities and recreational activities are supported by the New Zealand
educational institutes and schools. The opportunities are provided to the students for their
development in both the educational front and for their creative thinking abilities. Most of the
schools in New Zealand are state or public schools. The government offers free education to
domestic students up to 19 years of age (Chen & Yao, 2016). However, the amenities in the
forms of school uniforms, stationery items, exam fees and course costs are provided by the
family and guardians of the students.
Thus, this provides an idea about how the educational institutes in New Zealand are
facilitated by the different activities and opportunities standardized by the government of

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New Zealand. Indeed, the activities of the organization clarify that there indeed are set
standards that make the institutes of New Zealand one of the most appreciated universities all
around the world.
Emerging scenarios
It has been found that several formats of emerging technologies are being
implemented in the educational fields. Mostly, these are unsolicited formats, but nonetheless
they are found to be quite effective when the students require help from them (Montgomery
et al., 2019). The format of the information sharing and teaching is also supported by the
technological impacts where the representation of the teaching techniques can be supported
by the implementations of the technological means, usually used for the representation of an
idea through a story. The technological implants are also supported by gamification
techniques, where the elements of game playing are implemented in the techniques of
studying and education. Mostly, it has been found that the people use the gamification
strategies, like the design and mechanics of games for all non-game contexts, like here in
education, so that the participation of the target audience to the context is driven by the non-
educational activities involving their attention more than the usual educational activities.
Amongst the technological fields, there are several forms of the implementations of
techniques in digital media. The form elaborates on the technological implementation where
the digital format enables people to share the aspects of their stories using digital media. The
format is mostly backed by full motion pictures and sound, where the inclusion of digital
technology supports the storytelling format (Medina, 2018). The other forms of non-physical
media are also used in this format. The still pictures, audio-only format and the other non-
physical media are also used in the form of electronic files. Actual painting and photographs
can also be used for digital storytelling. This is another phase in the relatively new
technological era where digital tools are used to tell a story. It covers a huge range of digital

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narratives and mostly takes the form of web-based stories, interactive stories, and narrative
computer games.
Blended learning models also introduce the gamification strategy that enables the idea
behind the game playing strategies are used in the non-game contexts. The game design is
used for the enhancement of the non-gaming contexts so that the audience and their
engagement with the context, participation, loyalty, and competition to the educational
industries (Han & Ellis, 2019). It has been scientifically explained how any form of games
helps in the increase of generic motivation in people through engagement. Thus, including
the same strategy in education may clarify how the inclusion is even more important than in
any other stream of implementation. The demonstration of the general lack in the students
would clarify the reasons for thinking about including these in the educational strategies
(Malfliet et al., 2018). There have been two driving forces behind this strategic inclusion.
One has been the high rate of dropouts of the student found from school, and other has been
the evolution of the digital world that has been influencing the way that the people have been
using the digital world and finding more concentration online that with the traditional forms
of education. Since the patterns of the digital use for a different purpose in the daily lives of
people are seen, the educational fields are also keen on utilizing the technological change to
attract the students and make them have better attention to the studies.
Furthermore, the students in the different parts of the world are involved in several
gamification techniques all around the world that house for their educational purposes beyond
the traditional set of learning procedures (Manwaring et al., 2017). While the universities and
the educational institutes are involving gamification techniques, several types of techniques
are already in use and for this, it is required that for the students in New Zealand, these
gamification strategies are not counted. As per the analysis of the students in New Zealand,
since they are more encouraged for a creative thinking ability to be developed within

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themselves, the gamification techniques shall encourage a better ability for the creative minds
of the student.
Previously Established Science Learning Activities Model
There have been several establishments of the different amounts of models related to
the cognitive tool for the promotion of design frameworks in having a blended learning
technique for the students all around. However, as we have mentioned before, there is no
research evidence that these have been any way related solely to the students in New Zealand
in any way (Bogaart, Drijvers & Tolboom, 2017). Thus, the previously established models
and their descriptions would provide the idea of what has already been done and if these
should be modified or edited in any way to make the framework suitable for the students in
New Zealand. It must be kept in mind that all the design frameworks that are right now in use
have their methodology set as a unanimous approach.
There are several approaches like the Science Learning Activities Model or SLAM
which is a development of a design model for cognitive learning with a blended learning
framework. This is a developed model that establishes the brainchild developed from the
issues related to the learnings taken from the real world. The only desire of this model was to
address the problems that the students are having with the traditional learning models and
also the establishment of motivational impact on the students (Frampton, 2016). It is also
concerned with all the assumptions that are to be made as per the real-world situations and
the impact that these have on the mindsets of the students. This design has three established
dimensions to the model, namely, context, technology and pedagogy. These framework
dimensions provide the distinct model description that makes it clear that the formal and
informal contexts through the blended learning scenarios are made as flexible as it could be
with the interactive and immersive technologies.

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One of the even more important blended learning activities that are quite common in
the learning approaches has been the Station Rotation blended learning, which is quite similar
to the Lab Rotation Blended learning. Both have usually been encouraging the students to
break the monotonies in the classroom by making them be involved in the works related to
the shifting of places in classrooms and one station is an online learning station. Given this
situation, the students are only allowed to have a rotational experience at digital learning
(Crawford, 2017). This is not what complete digital collaboration and blended learning
activity is being thought about for the students in New Zealand as they are already
accustomed to the creative learning models where they are encouraged about their creative
thinking through different activities.
Another important model in the balanced blended learning activities has been in use
over a long point of time. The entire scenario about the blended learning approach puts
forward the idea of a flipped classroom where the model puts a balance for the online
activities on face-to-face instructional time. The idea behind this model is to have a blended
learning activity but the students would not be able to either see or work with the teacher with
blended learning activity of a flipped classroom. Instead, they would be in a setting of the
face to face culture where the flipped setting would be characterized by the teachers having a
flipped classroom model and remote behaving coursework.
The activities also involve the self-directed blended learning model and the blended
project-based model where the primary characterization is set up by the assignment, model
and other related artefacts where the students are made to use their abilities to be digitally
inclined. One of the most important aspects here is that the online resources are not enabled
by the online-based learning model ensured by the university but it is enabled by the students
themselves (Pierce, 2017). Thus, students in New Zealand need a better approach to be
developed.

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The idea behind all the blended learning models that have so far being researched
provides the idea that it would be better if the older blended learning activities are discarded
and the newer models are established understanding the needs of the students in New
Zealand. It is a proven fact that the academic proficiency of the students in New Zealand are
comparatively better than most universities all around the world and so it is required that they
must be provided with a better-blended learning model that would also emphasize their
creative thinking.
Proposal regarding a new model to be established
Introduction to the model
As has been found before, the blended learning techniques are unique abilities
introduced in the educational field that correlates and amalgamates the different phases of
Technology and education so that the students would get benefited from the different aspects
of the learning model. The amalgamation of the technological fields and the traditional way
of learning helps the students at the end for or materializing the different ways of effective
learning. It has been found in several locations that the students are not motivated enough to
study and the blended learning models have proven to be extremely helpful in cases of the
introduction of different gamification models that makes them be intrigued in their studies. It
has already been discussed in the above sections on what the different models are related to
the blended learning techniques that have already been introduced in educational institutes
and others for a proper learning environment created within an educational institute or
likewise. The result of all these has proven to ingress the children into learning activities
more and more. Several distinct models include the face to face drivers, flexing, rotation,
online lab, online driver and self-blend. It has been found that any model does not really
develop the technique of self-blend under the proximity of being guided by any specific
activity that is governed by the unknown by specialized models. Self-blend is a type of

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learning activity that is developed by the students themselves when they are not finding any
specific guidance to their studies while they are struggling with it.
The detailed proposition of the model
It is almost hard to understand the psychological prospects of a student and the
hardships that they are facing with their studies. The blended learning models help the
problems that the students are facing with the studies and this is why the blended learning
approach was formulated following up with the self-blending that students usually come up
with.
It has been found that whenever a student is finding it difficult to follow through a
subject because of the traditional methods of teaching, they are taking help from the different
types of help available online without checking the credibility and relying on them
completely. It is often found that the different types of blended learning modulate are these
help available online that students are interested into. The way that these models represent the
traditional learning model is why the students are finding it easier to understand because the
concentration towards digital storyboards and gamification technologies are easier to adapt

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then the traditional method. They are found to be Technology more advanced and capable of
gathering sound knowledge about how the students can be made to be focused on the subjects
that are being taught. The high level of success that the virtual models of teaching initiate are
with the self-blended model, and this is why the prospects of the new proposed learning
model would be somewhat based on the new blended learning model.
The new blended learning model provides the strategy of mixing the face to face
instructions and also combining the same with the brick and mortar classroom learning so
that the students have their control over the time, place, and pace of learning. It is easier to
understand that a student finds it more appealing to be closer to nature and exposed to the
practical world where there would be a lesser influence on the classroom environment. It is
already established as a known fact that the students in New Zealand are more exposed to
creative learning and they are not bound in the four walls of the classrooms. Therefore the
model that can be proposed for them to be applied would be better as a positive atmosphere
that brings the student out of their class so that the students can decide on their own on what
to study and how to study with closer proximity of deciding their learning materials whenever
they need. For this particular purpose, the students of New Zealand can be proposed with a
blended learning model where complete digitization of the educational institutions should be
introduced. The complete digitization strategy for introducing a blended learning technique
would be a perfect example where the traditional learning models would not be replaced in
any way, but it would be substituted as per the choice of the students so that they could
decide on whether they would like to have there are sources and teaching styles digitized.
The blended learning model that is to be proposed in this research paper after
extensive research has done about the students of New Zealand and the already imposed ideas
is complete digitization model for the universities and educational institutes in New Zealand
so that a proper substitute of the traditional methods is found as with the different ways of

15DESIGN PROPOSAL
introducing digital storytelling for the activities of class. Digitization and digital storytelling
model would be based on the ability of a student to understand their subject and use their
creative abilities at the same time to evaluate and make it understandable to the rest of the
interactive group. In this specific style, it would be required that the entire class is divided
into several interactive groups working together. This group should be equipped with proper
per devices that would help them in gathering their online resources. Through the traditional
form of teaching, the educators and scholars in the institute would provide the students with
the required activities that would be helpful for them to gather the traditional form of
learning. However, they will be evaluated on their ability to pass on the same knowledge and
information to the next set of students by making them understand the entire teaching with
solid pieces of evidence of digital storytelling gather from the resources.
Since the students in New Zealand are already exposed to creative thinking, they
would be encouraged more throughout digital storytelling technique so that the enhancement
of the creative mind is boosted up for them and they are exposed to all the technical ability is
that the recent generation must have to be head of the others in the society. This blended
learning model can we explain with an example presented.
For example, let there be an educational institute for management studies. The class
has the help of an educator who is highly applicable for making the students understand the
details about the management studies, but at the same time, the form of teaching that the
teacher provides is traditional. Let the students have a class where a specific subject about the
modern-day behavioural patterns of managerial personnel, their appropriate and ideal
behavior with the description of detailed real-life examples are provided to the students with
the help of traditional methods. Now instead of a library that is available with all the journals
and research papers or other books about managerial behavior, let the students be provided
with the digital library where they can avail of all the resources that they required for

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continuing research about the study for a given assignment.
The digital library would not require any other authentication then the identity of the
student. This particular authentication service helps the student access any general, eBook or
other e-resources from the digital library using the device provided by the institute itself.
With the help of all these, the student can prepare for the assignments that are given to them
as a part of their traditional learning model. The traditional learning model can also be
introduced with several topics over the subject that has been taught in the class. The
preparation of the assignments should be encouraged to be using digital resources and with
the help of digital storytelling. This will not only ensure that the students are getting a custom
to the digitization techniques but these would also make sure that the modern technique of
teaching leads all the activities that are going around for the preparation of the assignment
with the help of digitized tools. The digitization factor would be introduced here such that the
teachers would figure out the most creative mind out of all the students through this
assignment. Digital storytelling and its technique must be compulsory for the student to learn
throughout their educational career. This would be extremely important for the accessing of
the students based on the creative mind and the understanding that we could gather on the
subject that has been taught to them through traditional forms of learning.
Proposal of New Model: Digitization of Blended Learning
The blended learning models can be focused on to the betterment of the innovations in
education where schools and universities in New Zealand would be interested more. The
trends in the international businesses are found to be changing the the different areas where
the proper use of traditional modes can be replaced by the digitisation models. The
implementation of digitisation has been involved for the business infrastructures as they have
already understood how digitising the different aspects of business would provide them
growth and add value to the business. In the same way, digitisation can be added to the

17DESIGN PROPOSAL
different models of traditional learning in the education field. Finding a feasible knowledge
for letting the traditional business model be substituted by digitisation method using blended
learning activities as well is extremely necessary because the students would be provided
with several activities useful for their learning. Since this experimentation about having a
proposed model set for blended learning activities for replacing the traditional way of
conducting and educational lesson for the students in New Zealand, the studies have also
found how the students in New Zealand would find it better as a model to be used so that the
previous ways of focus in the education for New Zealand would not be harmed even if
digitisation was the only thing in the business learning module that was so early and primary
being focused at.
Digitisation and blended learning model is particularly a curiosity of experimentation
that can be put together for this new model that is proposed to be introduced. The potential of
the discussed model is innovative and these innovative pedagogies have been never put
together to work before in the field of education. the stronger understanding of the blended
learning model is carried out in China. to some extent the type of learning that they follow in
various Chinese universities and institutes have been one of the soul mod of inspiration
behind the development of this particular model. all over the experimental schools in China
has implemented different educational practices which have taken instances from hundreds of
real-life incidences to put together formulator blended learning model so that the studies of
will schools and High schools can be experimented with flipped classroom model from the
blended learning. The utilisation of the the blended learning model of flipped classroom have
been experimented in China. Throughout the research, it has been found that for the students
of New Zealand, it would be better to implement the the model for having a better look out at
how the different outlook of the students with creative minds can be given even more focus
by having flipped classroom model and at the same time digitisation can be implemented on

18DESIGN PROPOSAL
the same to support the changes in the teaching styles from traditional setting.
In this particular model as proposed, there are several aspects that the students and the
Teachers can both you simultaneously for making the model work for the betterment of the
studies. The individual teacher make use of applications that would assist in the teaching. for
example, it can occur that some teachers are using the applications along with the science
curriculum that they are proposing to the students for learning about a simple and specific
model. This application can be give a fight with the flipped classroom model as a way of
making the students get more focus on the subject. With this particular logic, the students
would learn the content of the application before the class, discuss the events that are
occurring within the entire session and also use application for additional information. The
utilisation of the digital technology is is advised by the teachers in this module where the
students would be using these applications as assistant teachers or a double teacher model.
The system changes that are being look forward to has several challenges. During the
study of this particular approach towards the blending learning module, it has been found that
the different ways by which the functionalities of blended learning module works needs to be
looked out for the challenges so that the implementation of the model puts into priority about
the different types of challenges that may harm the studies for the students. mostly the
blended learning activities utilising digitisation technique has a strong and effective way of
imposing challenges to both the teachers and students. the first problem is the amount of time
required for the learning module to be implemented and in the same time to make the
students learn the moduls and reflect on the learnings at the same time. The students also has
an extremely tight schedule every day. whenever the teachers are trying to squeeze in some of
the learning materials in between the tight schedule, it becomes extremely difficult for the
students and so introduction of a new way of learning seems to be an extremely time
consuming and difficult matter to put together. The evaluation system for the teachers are

19DESIGN PROPOSAL
also capable of inviting a lot of risk so that the test score driven objectives are stuck to
completely. the performance of the teachers should also be evaluated when at this point of
time the digitised systems are being introduced. This is because, the students and their
performance are dependent on the performance of the teachers in utilising the new model.
Therefore the the teachers would also face a lot of problems or have a tough time in coping
up with the new systems that is being thought about. However, changes in systems are
inevitable even if it is a business or it is a different perspective of the educational field. The
system changes are rigid test driven because the students in New Zealand has to implement
the best possible learning module for the students. Since the students are extremely focused
on improving the creative skills and their academic skills at the same level, using of digital
systems might cause a problem in advancing their creative thinking abilities. the thinking
abilities and creative mind sets of the students for their enhancement in the future are the soul
priority of the people who are behind the development of this model.
this is terms of education that are driven by extreme hardcore test to be taken for both
the teachers and students are important to discuss in this model as well. The primary problem
that is to be define in this particular proposal is about the understanding that leads to the
blended learning model and at the same time understanding the requirement for one of the
most important aspect of traditional educational model. this discussion would be about the
implementation of blended learning model with digitisation system and its utility in in
analysing the tests given. Test r are extremely important for evaluating the progress of a
student in their respective educational fields. The understanding of each of these factors begin
from making a student go through the learning models and then evaluating their skills and
learnings gathered throughout the educational year for semester with a set of testing
questions. the learner centred tools or digitised models that are thought about for being used
in this blended learning model is to identify the differences between the imagination of

20DESIGN PROPOSAL
digitisation used in education system and the real scenario of how the students have been
taking up with their learning being substituted by digitised tools. sofa the researchers found
out that the first and foremost benefit that the teachers and the students can gain from this is
having a fast evaluation of the different types of test taken. the students who are appearing for
the test would receive their results in no time if the teaching and test evaluation is assisted by
a digitised model. This can be either a computer system or assisted virtual learning teachers.
The evaluators can either be totally automated by having a virtual teacher for the students
ready for every instances. The adoption of the learner centred used for the learner centred
tools is extremely important in this manner as the re-imagining of tablets replacing the
traditional teachers in a classroom using a personal learning portal for every student is
extremely important. Without imagination of this scenario, there would not be any
development towards the acceptance of this new proposal of of distributed blended learning
model using digitalized versions of learning. Replacing the age old systems and introducing
the new and improved version of digital learning is highly appreciated. For the students in
New Zealand, there focus on creative learning and their Earth to stay ahead of all the
universities throughout the world can be enhanced father with this model. The proper use of
digitalization and the replacement of traditional teaching models is what is focused at this
educational model.
Conclusion
Therefore, in conclusion that can be said that, the proper solution of blended learning
model and its implementation for the students of New Zealand can be solved with the
implementation of the digitised blended learning that would be e beneficial for the students in
New Zealand. The digitised model has been thought about after understanding how the
students in New Zealand are accustomed to learning and how their learning system is
different from the rest of the world. During this understanding and learning, there has been an

21DESIGN PROPOSAL
extensive research conducted to find out the differences between the students in New Zealand
and the mode of learning that they receive. During this study it has been found that the
students in New Zealand are accustomed to the blended learning model which are in use in
the current world. The educational industry has been using the prospects where different it is
of blended learning module has been tried and tested with different researches. the
conduction of this researchers have found out that supporting the ways by which learning can
be blended would also come as a proper model that can be used for analysing how the
blended learning models can also replicate testing for teachers and students alike. The
digitisation of blended learning model is thus proposed as an appropriate model that would
help in the detection of how both the students and the teacher is performing under the
examinations performed. this examinations would not just evaluate the students based on
their performance and understanding the knowledge areas, but it would also elaborate the
skills obtained by the teacher and how they have been effectively teaching their allotted class.
This can provide a very significant roll to the the digitised teachers used for this particular
area of studying. The digital teacher would act as the proper substitute of a teacher to the
students when they would be having any problem or when out of the tight schedule of both
the students and teachers it would not be possible for the teachers to provide any assistance to
the students. The developed model would be based on how the the teachers and students
interact so that the interaction between the assistant teachers and students can be monitored
and programmed well.

22DESIGN PROPOSAL
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