In A. Tzanavari, N. Tsapatsoulis (Eds.), Affective, interactive and cognitive methods for e-learning design: creating an optimal education experience, IGI Global, pp. 114-137, ISBN 978-1-60566-940-3, 2010. A Pedagogics Pattern Model of Blended e-Learning: A Step towards Designing Sustainable Simulation- Based Learning Michel Labour (1,2) and Christophe Kolski (1,3) (1) Univ Lille Nord de France, F-59000 Lille, France ; (2) UVHC, LSC, F-59313 Valenciennes, France (1) Univ Lille Nord de France, F-59000 Lille, France ; (3) UVHC, LAMIH-UMR CNRS 8530, F-59313, Valenciennes, France ABSTRACT In this chapter, we examine blended e-learning design based on user feedback commonly found in grassroots educational practice. After outlining three approaches to understanding blended e-learning, we present Marcia Bates’s informational process approach to bring together the design theory of Christopher Alexander and the instructional theory of Jean Houssaye. This results in our pedagogics pattern model to transcribe blended e-learning practice in a hands-on way to both instructional designers and educational practitioners using e-learning to satisfy the emotional and cognitive needs of learners. The Model takes into account the dynamics between technology-bounded determinism of e- learning and users’ need to develop their personal emotional and cognitive preferences. We present case studies demonstrating the viability of our approach in simulation-based learning in Human- Computer Interface design, and writing an online troubleshooting wiki about network computing in English. The study used a qualitative method to evaluate feedback data in the form of tutor self- reports, learners’ reports, examination results, and a collective analysis of three experienced tutors- researchers. Keywords: blended e-learning, instructional design, pedagogics patterns,empowerment, user feedback INTRODUCTION In this chapter we look at how successful grassroots blended e-learning design can be modelized and communicated to generate e-learning design. With the advances of the Web 2.0, teachers and learners increasingly participate as both users and co-developers of digital resources. This has created a growing awareness of the intricate relationship between design, instructional practices and modelling theories. Indeed, for Steen (2008, p. 526) designing successful e-learning is part art and part science in that it draws from an understanding of instruction theory, and the knowledge and skills that users’ wish to appropriate. This begs the question, however, of what to do once blended e-learning has apparently been successfully crafted as a desirable educational experience? We respond to this question by proposing a hands-on framework for e-learning designers, developers and instructors wishing to transpose a successful experience to different contexts. Our touchstone is to go beyond the pure technology of e-learning, on the one hand, and blended leaning as a de facto “compromise” position, on the other hand. Oliver & Trigwell (2005, p. 21) point out that blended learning is often little more than a compromise position of the dominant features of purely e-learning and face-to-face interaction. We take up this point and redefine blended e-learning based on user feedback “patterns”. With this in mind, the chapter is divided in five sections. The first section (Background) examines three different approaches to blended e-learning, followed by