That is why the learning design/blueprint requires you to design "learning activities" in each section/module of your Moodle course.
Not together in real time (like communicating in an online forum)
Blended Learning has been perceived in various ways, but the most dominant view at present is that is is simply a blend of online and face to face (F2F) learning and teaching.
Bloom’s Taxonomy (revised 2001) guides us - in the context of active learning - to define learning outcomes (for the course overall) and learning objectives (for each section/module) of your Moodle course that starts with a verb - and a verb indicates action!
Bloom categorized the verbs to indicate the level of the learning activities/outcomes/objectives, and also provides examples of meaningful verbs.
John Biggs (2003) focuses the attention on the active involvement of the learner, and defines constructive alignment as “the ‘constructive’ aspect refers to what the learner does, which is to construct meaning through relevant learning activities.
The ‘alignment’ aspect refers to what the teacher does, which is to set up a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes - as per your learning design/blueprint.
"Pedagogy" refers to specific learning and teaching approaches, such as "active learning", "collaborative learning", "individualized learning"
Together in real time (like communicating in a live chat session)
In blended learning various types of knowledge converge, such as technological, pedagogical and content knowledge(TPCK).