Blended Learning Curriculum Design

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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
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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

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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.

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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)

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Blended Learning Harnessing technology to
enhance Learning, Teaching and Assessment.

• Enhancing
• Extending
• Replacing
• ..the classroom

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BLU Goals

• Minimising barriers
• Developing innovative practice
• Dissemination (Transforming practice)
• Evaluation
• BL Strategy
• Fit for purpose
• DIY or DIFM
• Partnerships (Individuals and Schools)

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Technology in the classroom
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Developing innovative practice

• Areas of interest
• Learning Materials
• Curriculum Design
• CSCL
• CAA

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The Process
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• The CABLE project

Change Academy for Blended Learning Enhancement
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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

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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)
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The CABLE process
Ongoing BLU support

• EOI ? 6 Selected
• Team Leaders meeting
• Individual team meetings
• 2 Day residential

Implementations (X6)
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Preparation for the Residential event

• Team building
• Within team
• With BLU
• Divergent thinking and identifying key issues
• Professional development
• Belbin
• Other

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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

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CABLE OUTPUTS
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• 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
• gt15 academic Schools
• 15 Students fully involved
• gt 100 Academic Staff
• 4 HE Institutions

CABLE 1, 2, 3

CABLE Transfer
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• 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

• Strategic Planning
• Effecting change
• Informing strategic business unit planning
• Developing culture and agents for change
• CABLE process in other applications

CABLE 1, 2, 3
CABLE Transfer
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Blended Learning Enhancement

elearning in staff induction
changing practice in elearning


managing large groups
learning technology skills

using virtual classroom technology

The CABLE Process

workplace learning

flexible learning

distance learning
elearning for CPD


enhancing lab activity
managing change

managing risk

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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

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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..