Project in detail - Christine Crowe
Exploring Unit of Study Coordinators’ pedagogical approaches and their integration of networked learning environments in curricula design in the Faculty of Arts and Social Sciences at the University of Sydney ...return to abstract
The introduction of blended learning in Higher Education has been described as a rather ‘wobbly arrow of change’ (Salmon 2005:201). The question is: what kinds of changes are desired and anticipated? The efficient integration of the technological affordances offered by blended learningprovides students with new and more meaningful learning experiences. The extent to which students’ learning experiences are enhanced, however, depend upon teachers’ successful integration of online learning components into curricula. Research literature reveals that teachers’ pedagogical approaches to students learning is a significant factor in the efficient use of blended learning, and that changes in pedagogical approaches is a gradual and reflective process.
The aims of the study are two-fold:
- To elicit teachers’ perceptions of whether and how their pedagogical approaches have changed since using blended learning in curricula
- Identify patterns of motivation for such change.
Subjects of study:
Unit of Study coordinators in the Faculty of Arts and Social Sciences at the University of Sydney who have used blended learning in their previous four teaching semesters of undergraduate teaching
- Literature review focused on the relationship between pedagogical approaches and practices and the integration of online learning components into curricula design
Prompts for discussion will include:
A) Changes in curriculum design
- Increased use of team work
- Changes in methods of assessment towards more student collaboration
- Increased use of formative assessment
- Changes in production of content in curricula (increase in student-developed content)
B) Unit of Study Coordinators’ motivations for change:
- personal changes in teaching philosophy through reflection and/or readings
- informal discussions with colleagues
- Departmental, School, or Faculty discussions/workshops/seminars
- undertaking professional development qualifications
- inclusion of online learning components in curricula
Qualitative analysis of data from interviews will be used to firstly examine the relationship between Unit of Study coordinators’ pedagogical approaches and their integration of online components into curricula. Secondly, patterns of motivations for integrating online components will be developed.
Hennessy, S., Ruthven, K. and Brindley, S. (2005) ‘Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change’, J. Curriculum Studies 37:2, 155–192.
Lameras, P., Paraskakis, I. and Levy, P. (2007) ‘Pedagogy and Tools for E-learning Practice’ Proceedings of the Informatics Education Europe II Conference IEEII, 293-303.
Morgan, G. and Adams, J. (2009) ‘Pedagogy First: Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education’ Jl. of Interactive Learning Research, 20:2, 129-155.
Salmon, G. (2005) ‘Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions’ ALT-J, Research in Learning Technology, 13:3, 201-218.