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…..