Abstract
Learning design principles of high‐impact blended learning programmes in higher education
institutions and the subsequent design decisions are not often offered for dissemination to a wider
audience. This paper considers the case of a new short learning programme articulated to a NQF
level 8 programme aimed at capacitating the education sector with a reach into each district in South
Africa. The programme was designed over a period of 18 months and builds on previous professional
development interventions with the same cohort. This bespoke offering is informed by the
development of robust Communities of Practice (CoPs) to further afford sustainable change at school
level. As such, the following four emerging learning design principles that underpin the design
decisions in this programme are offered for interrogation: opportunity to model professional
behaviour; develop social foundations from which to build the CoP; sustaining guided and selfregulated
learning; and realignment and reinforcement of the course objectives. Some
recommendations are included. Subsequent publications will further interrogate the efficacy of the
design.