blended learning curriculum design – transforming culture peter bullen, director of the blended...
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Blended Learning Curriculum Design – Transforming Culture
Peter Bullen, Director of the Blended Learning Unit
Mark Russell, Deputy Director of the Blended Learning Unit
Jon Alltree, Director of Learning and Teaching
Blended Learning Curriculum Design – Transforming Culture
• Introduction– UH/BLU context– CABLE (Change Academy for Blended
Learning Enhancement)
• Group Activities– CABLE, divergent thinking– Accessing principles of good practice
Blended learning - our definition:
“Educational provision where high quality e-learning opportunities and excellent campus based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased”
Blended Learning: “Harnessing technology to enhance Learning, Teaching and Assessment”.
Seven Principles for Good Practice in Undergraduate Education
• Encourages contact between students and staff• Develops reciprocity and co-operation among
students• Encourages active learning• Gives prompt feedback• Emphasises time on task• Communicates high expectations• Respects diverse talents and ways of learning
Chickering and Gamson (1987)
Blended Learning: “Harnessing technology to enhance Learning, Teaching and Assessment”.
• Enhancing• Extending• Replacing
……..the classroom
BLU Goals
• Minimising barriers
• Developing innovative practice
• Dissemination (Transforming practice)
• Evaluation
BL Strategy – Fit for purpose
– DIY or DIFM
– Partnerships (Individuals and Schools)
Technology in the classroom
Developing innovative practice• Areas of interest
– Learning Materials– Curriculum Design– CSCL– CAA
The Process
The CABLE project
Change
Academy for
Blended
Learning
Enhancement
The Change Academy
“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex institutional change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating institutions.” http://www.heacademy.ac.uk/changeacademy.htm
The Change Academy
“…. helps teams from higher education institutions develop the knowledge, capacity and enthusiasm for achieving complex School level change. It provides unique opportunities for team-based learning and professional development that focus on the strategic interests and needs of the participating Schools.”
(CABLE version)
EOI → 6 Selected
Team Leaders’ meeting
Individual team meetings
2 Day residential Implementations
(X6)
Ongoing BLU support
The CABLE process
Preparation for the Residential event
• Team building– Within team– With BLU
• Divergent thinking and identifying key issues• Professional development
– Belbin– Other
ResidentialITM Meeting(s)/activity
Residential event
• Team building– Within team– With BLU– Between teams
• Professional development– Team working– Managing Change
• Cross fertilisation between groups and BLU– Critical friends– Synergies/mutual support
• Finalising action plans
CABLE OUTPUTS
The Deliverables:
•A sustainable CABLE process
•Sustainable change in blended learning practice
•Collaborative working across Schools
•Impact on UH
•Impact on HE sector
The Participants:
•>15 academic Schools
•15 Students fully involved
•> 100 Academic Staff
•4 HE Institutions
CABLE 1, 2, 3
CABLE Transfer
Strategic Planning
•Effecting change
•Informing strategic business unit planning
•Developing culture and agents for change
•CABLE process in other applications
Lessons Learned
•Academic led process
•Students as part of the process
•Structured and supported process
•Staff development and team building
•Developing partnerships and collaborative practice
CABLE
1, 2, 3
CABLE Transfer
The CABLE Process
workplace learning
elearning in staff inductionmanaging large
groups
using virtualclassroom technology
enhancing lab activity
distance learning
changing practice
in elearning
flexible learning
elearning for C
PD
managing change managing risk
learning technology
skills
CABLE Conclusion• Sustainable change is possible
• Links between curriculum design and the CABLE process
• CABLE offers tools for change
-curriculum design
-project management
-risk management
-skills needs analysis
• Collaborative working as an outcome
Summing Up• More information
– www.herts.ac.uk/blu
• What do our students think? (video diaries)– Active learning, feedback, co-operation among
students, diverse ways of learning, contact between students and staff, high expectations…..