Presentation on theme: "Blended Learning Curriculum Design – Transforming Culture Peter Bullen, Director of the Blended Learning Unit Mark Russell, Deputy Director of the Blended."— Presentation transcript:
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 Blended learning Mature MLE –StudyNet – e-learning embraced Bench marking E-learning as in addition to rather than embedded (some exceptions) Change Need to change beliefs and ways of working – curriculum redesign and change the supporting UH processes CABLE Process for change based on Change Academy methodology CABLE – Change Academy for Blended Learning Enhancement
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.
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 ResidentialITMMeeting(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
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 induction managing large groups using virtual classroom technology enhancing lab activity distance learning changing practice in elearning flexible learning elearning for CPD 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…..