The blending of blended learning: An experiential approach to academic staff development
Debra Bath, John Bourke, Griffith University, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
Along with the increasing emphasis placed on blended learning approaches in higher education, has come a need to engage and support staff in developing knowledge and skills for designing and managing blended learning curricula. This paper describes one strategy for such support: an elective course within an existing Graduate Certificate in Higher Education program. Staff have the opportunity to comp lete this course as part of a formal program of study or as a one-off professional development opportunity . The course specifically aims to support staff in developing an understanding of the philosophical and pedagogical underpinnings of blended learning design, as well as in gaining skills in designing curr icu la from a blended learning perspective using information and communication technologies (ICTs) for teaching, learning and assessment purposes. Itself designed in blended learning mode, this course attemp ts to embody good practice in b lended learning, and here we present an initial evaluation of the course from this perspective.
Bath, D. & Bourke, J. (2011). The blending of blended learning: An experiential approach to academic staff development. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 133-138). Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
Cecily Knight, James Cook University, Australia
Global Learn 2016 (Apr 28, 2016) pp. 289–297
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