edith cowan university bl clc 16.11.2017 wrap-up

Edith Cowan UniversityCentre for Learning and Teaching

12:00-12:20 Light-Lunch, Settle-in and Welcome to the Blended Learning Collaborative Learning Community

12:20-12:50 Alan Wedd, School of Education

From Teaching to Learning: the Possibilities of Blended Learning in Tertiary Units

12:50-13:00 Richard Stals, Senior Learning Solutions Advisor, CLT

Understanding Mobile versus Desktop Use via Blackboard Analytics

13:00-13:10 Arron Jackson, Project Advisor - School of Business and Law

Blended Learning Developments in SBL

13:10-13:20 Amanda Myers, Blended Learning Librarian, ECU Library

Blended Learning Resources

13:20-13:40 Dr Rina Wong, Sessional Academic - School of Medical and Health Sciences

Using Interactive Tutorials To Develop Learning Skills

13:40-13:50 Catherine Moore and Yasir Al-Abdeli, CLT and School of Engineering

Research Planning and Opportunities within the BL CLC in 2018

13:50-13:55 Next meeting dates, Closure

BL CLC 16.11.2017 Wrap-Up


SummaryAlan Wedd, School of Education

From Teaching to Learning: the Possibilities

of Blended Learning in Tertiary Units

Some notes ….

Blended learning currently applied to one

unit, but looking at extending this to others.

Student achievement appears better in the

blended mode, compared to the face-to-

face only format.

We should differentiate between using

online domains to merely ‘package’ [enable

download] of studying materials’ , versus

using the online domain for ‘learning’.

Should the L&T terminology used be limited

to “student centred” (in lieu of “teacher

centred”) or consider “learning centred”?

Methods: Learning activities followed by

learning tasks”, with the two effectively

linked and class time utilisation should be

~5-10% ‘talking’, with the rest engaged in

learning activities.


SummaryRichard Stals, Senior Learning Solutions Advisor, CLT

Understanding Mobile versus Desktop Use via Blackboard Analytics

Some notes ….

In 2017, about 1% of the total 20 Million logins to the ECU Blackboard site were attributed to mobile devices. The remainder (balance) appears

from desktop access.

The current usage stats indicate a disparity between what is seen as widespread use of mobile devices for accessing social media, compared to

relatively marginal (insignificant) use of mobile devices when accessing a Learning Management System (LMS).

In 2017, only 10 distinct (student) users used mobile devices solely to access the LMS.

The monthly total usage (access) patterns for mobile device users largely mirror those for desktop users.

LMS (mobile, desktop) monthly total usage peaks in the months of March and August.

Meta data of this type is possible to extract for members of the BL CLC wishing to conduct research into access types.

Apps: Blackboard (student access) and the Blackboard Instructor are available, with more to follow.

Email CLT for any limitations in terms of the interactivity of these apps. Follow-up with the OEM developer may then be possible to fix bugs and add

functionality.


SummaryArron Jackson, Project Advisor -

School of Business and Law

Blended Learning Developments in

SBL

Some notes ….

Discussed the range of support

mechanisms at SBL to help move

from traditional to blended learning.

Processes to help induct (new) staff

into blended learning, and provide

ongoing support.

Processes also include encouraging

staff to try blended learning over 1-2

weeks and see how they go.

Developing class plans (schedule of

what happens in class) helps.

Move to blended learning needs

many elements (Vision + Skills +

Incentives + Resources + Action

Plan).


SummaryWeb ResourcesMore links, and including one to the ‘Pedagogy Wheel’.The library seeks feedback on the new library guide on matters like preferred apps used for teaching, web resources, links for Blackboard, and academic literature into blended learning.Pls provide commentary and suggestions!

ECU Mobile Apps“Links to mobile apps for ECU Technologies and a selection of generic and discipline specific apps for teaching and learning for iOS, Android, and Windows mobile devices”

Library Resourcesebooks on blended learning and more!

Subject & Generic AppsListing of more (and more … and more) apps to help with blended learning!

LiteratureIncludes articles on blended learning by ECU staff and others, as well as a book chapter on flipped classes which covers different perspectives.

Amanda Myers, Blended Learning

Librarian, ECU Library

Blended Learning Resources

Some notes ….

Overview of the new (and

continually growing) library guide:

Library Guides>Library

Resources>Technology-Enhanced

Learning

http://ecu.au.libguides.com/c.php?g=719863


SummaryDr Rina Wong, Lecturer (Sessional

Academic), School of Medical and

Health Sciences

Using Interactive Tutorials To

Develop Learning Skills

Some notes ….

Presented the context to developing

the interactive (online) tutorial used

and some of the mobile apps also

applied.

Made reference to the BEST

Network https://www.best.edu.au/

Gave timelines for developing this

type of work


Research Planning & OpportunitiesCatherine Moore and Yasir Al-Abdeli

CLT and School of Engineering

Some notes

As the BL CLC matures, there is a need to define “sense or purpose” for it. This will cover our various activities and objectives. Whilst drafting this

purpose will continue to evolve with feedback from our members, some starting points were shared.

• BL CLC – Purpose– To share and foster good practice in face-to-face and online L&T across all disciplines (within ECU and beyond);

– As a community of practitioners and developers, we aspire to work hand-in-hand in providing a collaborative

(supportive, collegiate) forum and networking platform to share experience and identify relevant resources;

– Be a “sounding board” for new ideas in best practice face-to-face, online and technology enhanced L&T; and

– Ultimately, the BL CLC not only helps identify, understand and apply blended learning, but as with the pinnacle of

Bloom’s Taxonomy, to assist its members with activities at the higher levels of analysing and evaluating blended

learning practices, thus leading to discovery and knowledge generation guided by scholarly research.


Research Planning & Opportunities

Blooms Taxonomy (revised)

Graphic: Vanderbilt University Center for Teaching

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Knowledge generation

via reports and peer-reviewed (research) publications

Realise improvements to student centred L&T practice

(face-to-face, online) via scholarly (research) projects

Use data (qualitative, quantitative) and assessments to contextualise and further develop tools, resources and methods for

best practice face-to-face and online L&T

Increase the uptake of tools, resources and methods for best practice face-to-face and online L&T: real-time polling, surveys, apps, class time

utilisation, teaching space layout, etc

Through peer support (academic staff, academic developers/designers, learning technology support officers and library personnel), share

experiences and raise awareness on tools, resources and methods for best practice face-to-face and online L&T

Blended Learning Collaborative Learning Community

Purpose (activities, direction)

A work-in-progress


Research Planning & Opportunities

• Sample Research in Blended LearningKenney, J., & Newcombe, E. (2011). Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research

Study. Online Learning, 15(1). http://dx.doi.org/10.24059/olj.v15i1.182

Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of

Educational Technology, 30(4). https://ajet.org.au/index.php/AJET/article/view/693

Casasola, T., Nguyen, T., Warschauer, M., & Schenke, K. (2017). Can Flipping the Classroom Work? Evidence From Undergraduate Chemistry.

Executive Editor, 29(3), 421-435. http://www.isetl.org/ijtlhe/abstract.cfm?mid=2704

Hung, H.-T., & Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-

714. http://www.tandfonline.com/doi/full/10.1080/13562517.2010.507307

Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical

literature review. Learning, Media and Technology, 39(1), 6-36. http://www.tandfonline.com/doi/full/10.1080/17439884.2013.770404

Kirkwood, A. (2014). Teaching and learning with technology in higher education: blended and distance education needs ‘joined-up thinking’ rather than

technological determinism. Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 206-221.

http://www.tandfonline.com/doi/full/10.1080/02680513.2015.1009884

Monteiro, E., & Morrison, K. (2014). Challenges for collaborative blended learning in undergraduate students. Educational Research and Evaluation,

20(7-8), 564-591. http://www.tandfonline.com/doi/full/10.1080/13803611.2014.997126


• Setting a Date for the Next BL CLC?A Qualtrics Survey will be circulated to help identify likely dates for the next BL CLC meeting in February 2018.

The survey will also be used to identify BL CLC members who want to get together and discuss research opportunities over the next few weeks.

Next Meeting Date, Closure


Want to be part of our Collaborative

Learning Community?

Join us for our next event and forward this to other ECU colleagues

who may want to join the BL CLC

� [email protected] or [email protected]

Co-coordinators, BL CLC

edith cowan university bl clc 16.11.2017 wrap-up

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