Developing and implementing a whole-course approach to blended learning

Welcome

Welcome! This page presents you with the information about the structure of the course, the authors and contributors, and what you can expect to gain from taking the course. When you are ready, please proceed to the 'Course introduction' screen.

Blended Learning Developing and implementing a whole-course approach to blended learning www.epigeum.com

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Professor Keith Smyth: Author

Keith Smyth is Professor of Pedagogy at the University of the Highlands and Islands (UHI), Scotland. He leads the Learning and Teaching Academy, and works across the UHI partnership on strategic learning and teaching developments, funded projects and supporting staff to engage in educational research. Keith has a particular interest in technology-enhanced learning, and in a previous role was programme leader for a professionally accredited and award-winning MSc Blended and Online Education. Keith has written and presented widely on technology-enhanced learning, and has been involved in a range of projects and initiatives focused on harnessing technology to support co-creative pedagogies and curriculum models, open educational practice and online academic development. He has undertaken funded projects for organisations that include the Higher Education Academy, JISC, NHS and UK Ministry of Defence. Keith developed the 3E Framework for technology-enhanced learning and teaching, which to date has been implemented by over 40 educational institutions across and beyond the UK.

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Professor Mark Brown: Lead advisor

Mark Brown is Director of the National Institute for Digital Learning (NIDL) at Dublin City University (DCU). Before taking up this position and Ireland's first Chair in Digital Learning, Mark was Director of the National Centre for Teaching and Learning at Massey University in New Zealand. Over the last decade, Mark has played key leadership roles in the implementation of several major university-wide blended learning initiatives. Mark serves on several international journal editorial boards and has published extensively in the areas of online, blended and digital learning. He is an executive committee member of the European Distance and e-Learning Network (EDEN), chairs the Teaching and Learning Committee of the European Consortium of Innovative Universities (ECIU), and is a past President of the New Zealand Association for Open, Flexible and Distance Learning (DEANZ). Before moving to the Republic of Ireland he was also Treasurer of the Australasian Society for Computers in Learning in Tertiary Education (ascilite). Mark is a recipient of a National Award for Sustained Excellence in Tertiary Teaching and remains a member of the New Zealand Academy of Tertiary Teaching Excellence.

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Professor Barney Dalgarno: Reviewer

Barney Dalgarno is Professor and Director of uImagine, Charles Sturt University's Digital Learning Innovation Laboratory. He is responsible for strategic leadership towards the adoption of innovative online learning practices across the university, and has led faculty- and university-wide initiatives in online learning, underpinned by research-informed applications of technology for learning over a number of years. Barney's research contributions relate to three broad areas: the relationship between learning technology and learning theory; learning in polysynchronous learning environments, including 3D virtual environments; and university teacher and student attitudes towards, and use of, learning technologies. He received the prestigious ascilite fellow award in 2013 in recognition of his outstanding contribution in the exemplary use of and research into technologies for learning and teaching in tertiary education, and has also received ALTC Citations in 2007 and 2011. He is a lead editor of the Australasian Journal of Educational Technology.

The diagram below explains the chronology of the course.

Course highlights include:

  • Video interviews with academics discussing whole-course blended learning
  • An overview of frameworks you could use when designing your programme
  • The opportunity to reflect on how 'ready' your programme team is for delivering blended learning
  • An activity that allows you to create an individual checklist for a peer review of your blended course.

The Blended Learning programme has been developed in conjunction with the following institutions:

  • Bournemouth University, UK
  • Federation University Australia, Australia
  • Frankfurt University of Applied Sciences, Germany
  • Gulf University for Science and Technology, Kuwait
  • Institute of Technology Sligo, Republic of Ireland
  • Limerick Institute of Technology, Republic of Ireland
  • Mary Immaculate College, Republic of Ireland
  • Oslo and Akershus University College of Applied Sciences, Norway
  • University of Canberra, Australia
  • University of Limerick, Republic of Ireland
  • University of Newcastle, Australia
  • University of Ottawa, Canada.