Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective
Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective
Institutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic’s perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers.
This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.
The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.
Institutional Initiative, Design Patterns, Disciplinary Differences, TEL, E-Learning, PLEs, Co-Design, Participatory Design.
White, Su
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Davis, Hugh C.
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Dickens, Kate
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Fielding, Sarah
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White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C.
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0
Fielding, Sarah
93469950-f6fb-4668-a7c1-26a76fe358aa
White, Su, Davis, Hugh C., Dickens, Kate and Fielding, Sarah
(2013)
Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective.
5th International Conference on Computer Supported Educacation, Aachen, Germany.
06 - 08 May 2013.
(Submitted)
Record type:
Conference or Workshop Item
(Paper)
Abstract
Institutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic’s perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers.
This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.
The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.
Text
SubmissionDec2012WhiteDavisDickensAndFieldingCS-EDU2013.pdf
- Author's Original
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Submitted date: May 2013
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Publications
All accepted papers (full and short) will be published in the conference proceedings, under an ISBN reference, on paper and on CD-ROM support.
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Best articles will be selected to be published in iJEP (http://online-journals.org/index.php/i-jep/), which is the scientific journal of IGIP. The approval as joint IEEE-IGIP Journal is pending.
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Venue - Dates:
5th International Conference on Computer Supported Educacation, Aachen, Germany, 2013-05-06 - 2013-05-08
Keywords:
Institutional Initiative, Design Patterns, Disciplinary Differences, TEL, E-Learning, PLEs, Co-Design, Participatory Design.
Organisations:
Web & Internet Science
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Local EPrints ID: 346929
URI: http://eprints.soton.ac.uk/id/eprint/346929
PURE UUID: 736baf5c-d976-4e07-be18-dc39e4c37393
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Date deposited: 07 Feb 2013 11:50
Last modified: 15 Mar 2024 03:03
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Contributors
Author:
Su White
Author:
Hugh C. Davis
Author:
Kate Dickens
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