This study investigates the integration of on-line and face-to-face components of a blended Master of Advanced Studies course for conference interpreter trainers, involving 17 participants, eight faculty members, one pedagogical advisor and one IT support person. It is worth 60 ECTS credits; participants spend seven months on-line on content modules, come on-site for one face-to-face week and then spend the last five months working on their theses, again at a distance. Two modules taught by different faculty members are examined to see how the blended approach enabled participants to achieve the learning outcomes. This study is part of a larger design-based research project that began in 2004, and stems from design rules disclosed in previous micro-cycles. The theoretical framework draws on one instructional model related to the design of complex learning as well as on design principles from adult learning, studentcentered learning environments and blended learning theories. Conjecture maps were used to provide a detailed picture of the relationship between the research question, theoretical conjectures, design elements, processes and outcomes. Data were of two origins opinion and portal data mining and were analysed qualitatively. Findings from this exploratory study suggest two new tentative design rules: 1) In a blended setting, consciously building on both forms of communication, written and oral, can be an effective and efficient pedagogical strategy to achieve learning outcomes. 2) In a blended setting, the on-line component can be used to lay the theoretical foundations while the face-to-face component can be used to activate this theoretical knowledge in a practical setting.
