Insights from the School of Exercise & Nutrition at Deakin University
Much of the published content on blended learning has focused significantly on changes in pedagogy, and how technology is influencing the way teachers deliver content to support student learning outcomes.
This is undoubtedly a crucial part of the effort to ‘blend’ different learning methods to improve the student experience, but what about the cultural and mindset implications of blended learning?
There is an increasing trend in which universities are experiencing difficulty introducing technology and different ways of teaching. Encouraging academics to embrace a blended learning approach in units of study is far easier said than done; not to mention securing buy-in at the executive level.
As a result, building a culture around blended learning has fast become a critical success factor – from being able to demonstrate the value of blended learning on student outcomes to answering the WIIFM (‘What’s-In-it-For-Me) conundrum. And then, of course, nurturing the engagement of all stakeholders along the journey.
While there is no standard framework to build a culture around blended learning, or seamlessly introduce technology and methods of teaching, there are ways that project teams can use existing resources to trial different techniques.
Ahead Blended Learning 2016, Susie MacFarlane, Senior Facilitator, Teaching Excellence and Innovation, shared insight into her team’s efforts to enable a blended learning environment for students at the School of Exercise & Nutrition, Deakin University.
Susie Macfarlane, Senior Facilitator, Teaching Excellence and Innovation
University learning management systems have traditionally been used to host individual files such as study guides and readings, as well as lecture recordings and synchronous classroom recordings.
Often the LMS becomes a resource repository, rather than providing a clear and engaging learning path for students. I work as an educational developer and change agent in a school of more than 60 academics in a very technologically advanced university.
My challenge was – how can we shift our thinking and capacity across the whole school to design clear learning pathways that motivate and assist students to learn? We have developed a learning design process and template to guide our academics in developing a learning path with resources, activities, links to discussion board and formative assessments.
And we are also starting to use eLearning software such as Articulate Storyline, to resource a high quality blended learning experience.
We make available online some of the resources that were originally delivered face to face by the lecturer so the students can access them before or after the classroom or seminar experience.
Therefore, in the classroom we can start to establish more student-centred learning and active learning approaches, such as team based learning, classroom activities, discussion questions and so on.
In this way, some of the information transmission and even active learning processes that don’t require a teacher to be there now occur asynchronously, through online resources students can access when it suits them.
For example, in our food chemistry labs, students print out and bring along the results of their eLearning module they completed prior to entering the lab. In this way, we can guarantee our students are prepared to undertake the lab activities, and they can spend the time more effectively developing their lab skills.
Susie’s insights into changing the mindset round blended learning and capacity are part of an in-depth case study that explored how her team continues to successfully introduce innovative blended learning techniques to support student learning outcomes.
Read the full case study to learn more about:
- Designing clear learning pathways for student-centred learning
- Building a model of organisational change and capacity building
- Introducing a new learning approach through strategic change management
- Running a subtle pilot project for the new learning approach
- Maintaining an integrated team model to improve blended learning
The Summit will bring together leading educators and learning design specialists to present in-depth case studies, outline key challenges faced, what they have achieved and how they have enhanced the student experience.