The DiBL tools have been created to make it easier for educators to create enquiry-based blended learning designs. This item is a large planner that helps you consider a range of issues when developing an enquiry-based blended learning design.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching around research skills for social work. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. This flexible enquiry-based blended learning design was created to improve student engagement in the development of research skills and knowledge. The primary aim was to develop a more responsive teaching and learning approach to promote deeper learning outcomes. Evaluation of previous teaching identified two primary issues that needed addressing in order to engage students more effectively in learning around research. Firstly, the postgraduate students came to the module with different levels of previous knowledge and understanding. Some had significant prior knowledge of research methods and experienced material as repetitive or simplistic whilst those whose knowledge of research was limited found some of the material hard to access and understand; this resulted in students becoming disengaged from the learning process. Secondly the research teaching occurred early in the programme, and some considerable time before the students became engaged in independent research for their dissertations. A flexible approach was required that could be used over a 12–18 month period.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching about issues of diversity, values and skills in social work. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. A mixture of face-to-face and online lectures (using the Echo360 lecture capture system), a Workbook, online video case studies and community-based EBL group work activities (27 groups of 3) were used in this blended learning design. The aim of the module was to provide students with opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching between students from related social care and health disciplines. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. It is recognised that the delivery of interdisciplinary services provide the most effective outcomes for mental health service users and carers (MHSUC). However, a lack of teaching space, timetabling difficulties, differing curriculum requirements etc can prevent qualifying social and health care students from learning together with MHSUC to develop the skills and knowledge required for effective interdisciplinary post-qualification practice. The aim of this design was to creatively overcome issues of time and space and to embed active MHSUC engagement with students. The objective of the initiative was to promote effective interdisciplinary learning. Initially the Learning Initiative was with Nursing and Social Work students, however it is planned to incorporate Clinical Psychology students and Senior House Officer Medics in the near future.

This short A4 guide illustrates an enquiry-based blended learning design used to teach Child Protection Processes. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. This learning design aimed to provide social work students with the underpinning knowledge, skills and experiences required to operate within the child protection (CP)process from referral through to child protection conference (CPC). A blended learning design was created centered around an incrementally developing problem based case study. Using a mixture of face-to-face teaching, online enquiry-based activities and role-play, students were able to develop the planning, recording, assessing, communicating and presenting skills required to respond to a CP referral, plan an investigation and prepare a report for a CPC.