Allan / Campbell / Crough Blended Learning Designs in STEM Higher Education

Putting Learning First
1. Auflage 2019
ISBN: 978-981-13-6982-7
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 372 Seiten

This book offers a set of learning principles to support the design of rich learning experiences in Science, Technology, Engineering and Mathematics (STEM) higher education, including detailed evaluations and discussions for a variety of science subjects. Further, it presents a professional learning framework that can be used to support the implementation of blended learning technologies to increase buy-in from academic staff, to support grass roots initiatives, to develop a sense of community, and to sustain change. The principles developed here will help readers to think about blended learning from a learner's perspective, put learning first, and develop activities that will help learners achieve better learning outcomes.In addition, the book addresses how to design rich, evidence-based, blended learning experiences that support learning. It demonstrates a range of learning principles in practice, with step-by-step instructions, and includes templates, supporting material, instructions and other resources to help teachers embed and adapt designs in their own subject. Readers will be equipped with an expanded toolkit of resources, designs, ideas and activities that can be directly applied in a variety of subject areas.

Christopher N. Allan is a Learning and Teaching Consultant for Griffith Sciences, Griffith University. Christopher has extensive experience in blended learning, learning design and the implementation of technology to support and enhance learning and teaching. He has 20 years' experience in all forms of education and more than 10 years working in Higher Education. His contributions have recently been recognized by his being named a Senior Fellow with the Higher Education Academy. He is also a Senior Fellow of the Griffith Learning and Teaching Academy.
Chris Campbell currently works at the Centre for Learning Futures at Griffith University, Brisbane, Australia. As an emerging research leader, she has been involved in numerous grants and projects involving digital and emerging technologies. Her skills in implementing and trialing new technologies are documented in over 70 publications, where she has conducted research on online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments, as well as technology integration, mobile learning and augmented reality. Chris has previously taught first-year pre-service teachers and trialed interactive and emerging technologies in lectures. In 2016, Chris was a Queensland-Smithsonian Fellowship holder, and investigated the Smithsonian Learning Lab and its implications for teachers. 
Julie Crough is a Learning and Teaching Consultant (Curriculum) for Griffith Sciences as well as a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy. Her extensive experience and background in science education span more than 25 years of working collaboratively with, and for, higher education institutions and scientific research organisations on curriculum development and innovation. Her curiosity and drive to learn (BSc Hons, Grad Dip Ed, MSc and DTEM) is foregrounded by her passion for integrating active and authentic learning experiences and learning technologies in STEM higher education.

Autoren/Hrsg.

Allan, Christopher N.

Campbell, Chris

Crough, Julie

Inhaltsverzeichnis

1;Foreword;5
2;Acknowledgements;7
3;List of Initial Innovators;8
4;List of Reviewers;10
5;Contents;12
6;Editors and Contributors;14
7;1 Introduction;17
7.1;1.1 Blended Learning Designs in STEM Higher Education;17
7.2;1.2 The Griffith Context;18
7.3;1.3 Literature Review;20
7.3.1;1.3.1 Adoption of Learning and Teaching Best Practice in STEM Disciplines;20
7.3.2;1.3.2 What Is Blended Learning in STEM Higher Education;21
7.4;1.4 Project Aims and Scope;21
7.5;1.5 Approach and Methodology;22
7.5.1;1.5.1 Learning and Teaching Framework and Principles;22
7.5.2;1.5.2 Project Research Question;23
7.6;1.6 The Griffith Sciences Blended Learning Model;23
7.6.1;1.6.1 Phase 1: Expression of Interest—Blended Learning Fund;25
7.6.2;1.6.2 Phase 2: Design and Develop Within a Theoretical Framework;25
7.6.3;1.6.3 Phase 3: Run the Activity and Gather Evidence;26
7.6.4;1.6.4 Phase 4: Evaluation, Promotion and Sharing;27
7.7;1.7 Book Structure;27
7.8;1.8 Conclusion;29
7.9;References;30
8;2 Creating a Successful Implementation of PebblePad: The University Context;33
8.1;2.1 Introduction;33
8.1.1;2.1.1 Framework for the Project;35
8.2;2.2 Literature Review;35
8.3;2.3 Methodology;36
8.4;2.4 Results;37
8.4.1;2.4.1 Logins Per Month;38
8.4.2;2.4.2 Assessment Submissions;39
8.4.3;2.4.3 Asset Usage;39
8.4.4;2.4.4 Staff Training Sessions;41
8.4.5;2.4.5 Academic Survey Results;42
8.4.6;2.4.6 Student Feedback;43
8.4.7;2.4.7 Student Ways of Using PebblePad;44
8.5;2.5 Discussion and Implications for Academics;47
8.6;2.6 Conclusion;48
8.7;References;48
9;3 What Is the Purpose? Using Blended Learning Designs to Purposefully Focus on Student Engagement, Support and Learning;51
9.1;3.1 Introduction;52
9.2;3.2 Background;52
9.3;3.3 Why Blended Learning Design?;54
9.3.1;3.3.1 Blended Learning as a Design Approach;54
9.3.2;3.3.2 The Use of Learning Designs;54
9.4;3.4 Learning Design in the Griffith Sciences Blended Learning Model;55
9.5;3.5 The Learning Design Process Used in Griffith Sciences Blended Learning Model;56
9.5.1;3.5.1 Features of a Blended Learning Design;57
9.6;3.6 Case Studies;58
9.6.1;3.6.1 Case Study 1: Developing an Authentic Engineering Design Project;59
9.6.2;3.6.2 Case Study 2—Developing a Simulated Reflective Activity in a Flight Control Course (Aviation);65
9.6.3;3.6.3 Benefits for Academics and Course Redesign;69
9.7;3.7 Conclusion;71
9.8;References;72
10;4 On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teaching Discussion, Design and Practice;75
10.1;4.1 Introduction;76
10.2;4.2 Background;76
10.3;4.3 Literature Review;77
10.4;4.4 Methodology;78
10.5;4.5 Results;80
10.5.1;4.5.1 Key Features of the Community of Practice;81
10.6;4.6 Discussion;87
10.7;4.7 Conclusion;89
10.8;References;90
11;5 Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfolios;92
11.1;5.1 Why Change Learning and Teaching Practices in STEM Higher Education?;92
11.1.1;5.1.1 Education Reform and Culture Change;93
11.2;5.2 What Insights Does Research Hold for STEM Learning and Teaching?;95
11.2.1;5.2.1 Challenges for Learning and Teaching in STEM Disciplines;96
11.2.2;5.2.2 A Professional Practice Approach for STEM Academics;98
11.2.3;5.2.3 Learning Technologies to Support Professional Practice;99
11.2.4;5.2.4 ePortfolio Pedagogy for Professional Practice;101
11.3;5.3 What Design Principles Are Needed for Professional Practice ePortfolios?;102
11.4;5.4 Where to from Here for Learning and Teaching in STEM Higher Education?;106
11.4.1;5.4.1 Removing Barriers and Enabling Change;106
11.5;5.5 Conclusion;107
11.6;Appendix 1;107
11.7;References;111
12;6 Creating Order from (Potential) Chaos: Embedding Employability with the Griffith Sciences PLUS Program;114
12.1;6.1 Introduction;115
12.1.1;6.1.1 Employability in Higher Education;115
12.1.2;6.1.2 Employability in STEM;115
12.1.3;6.1.3 Barriers for Developing Student/Graduate Employability;116
12.1.4;6.1.4 Griffith Sciences PLUS;116
12.2;6.2 Defining Employability;117
12.2.1;6.2.1 Employability-Based Learning for Non-experts;118
12.2.2;6.2.2 Creating Equitable Opportunities;119
12.2.3;6.2.3 Limitations of Bolt-On Programs;120
12.3;6.3 Why Embedding Employability Is Essential;121
12.4;6.4 Curriculum-Based Employability Strategies;121
12.5;6.5 PLUS Overview;122
12.5.1;6.5.1 PLUS Online (PebblePad);123
12.6;6.6 PLUS Structure—Maximising the PebblePad Advantage;124
12.6.1;6.6.1 Creating Order from (Potential) Chaos;124
12.6.2;6.6.2 Introductory Modules;125
12.6.3;6.6.3 Why ‘Intro to Reflection?’;126
12.6.4;6.6.4 Why ‘Intro to ePortfolio’?;127
12.6.5;6.6.5 Why an Activity Log?;127
12.6.6;6.6.6 Hidden Hints;129
12.7;6.7 Adapting PLUS Modules for Assessment;129
12.8;6.8 Impact of the PLUS Program;130
12.9;6.9 Conclusion;131
12.10;References;132
13;7 Embedding Employability into an Information Technology Curriculum Using PebblePad: A Practice Report;135
13.1;7.1 Introduction;135
13.2;7.2 Rationale for Approach;136
13.2.1;7.2.1 Efficacy of Using Templates;136
13.2.2;7.2.2 Clear Goals Lead to Engagement;137
13.2.3;7.2.3 Creating Motivation for Goal Fulfilment;138
13.2.4;7.2.4 Goal-Setting and Core Belief;138
13.2.5;7.2.5 Career Management and Employability;139
13.2.6;7.2.6 Career Management and the Future of Work;140
13.2.7;7.2.7 Career Management and Navigating Future Success;141
13.3;7.3 Embedding Employability for Retention;141
13.3.1;7.3.1 Tomorrow’s Jobs;142
13.3.2;7.3.2 Virtual Habitat Designer;143
13.3.3;7.3.3 Ethical Technology Advocate;143
13.3.4;7.3.4 Digital Cultural Commentator;144
13.3.5;7.3.5 Freelance Biohacker;144
13.3.6;7.3.6 Internet of Things Data Creative;144
13.4;7.4 Employability Capabilities for the Future;145
13.4.1;7.4.1 Multidisciplinary Approach;145
13.4.2;7.4.2 Stay Up-to-Date with the Latest Technology;145
13.4.3;7.4.3 Prototyping Mentality;145
13.4.4;7.4.4 Openness to Change;146
13.4.5;7.4.5 Ethical Outlook;146
13.4.6;7.4.6 Resilience;146
13.5;7.5 PebblePad Workflow;147
13.6;7.6 Career Action Plan Instructions;147
13.7;7.7 Student Feedback;148
13.8;7.8 Conclusion;150
13.9;References;150
14;8 Peer Assisted Study Sessions (PASS): Recognizing Employability Through PebblePad;153
14.1;8.1 Introduction;154
14.2;8.2 Benefits of PASS;154
14.3;8.3 Benefits for Leaders;155
14.4;8.4 Developing Employability;156
14.5;8.5 PASS Program in Griffith Sciences;158
14.6;8.6 How Working as a PASS Leader Can Bridge the Skills Gap;159
14.7;8.7 Conclusion;161
14.8;References;162
15;9 Embedding Employability: A Case Study Using ePortfolios in Studio Learning and Teaching;164
15.1;9.1 Introduction;164
15.2;9.2 Embedding Employability: The University Context;166
15.3;9.3 Embedding Employability: Professional Requirements;166
15.4;9.4 ePortfolios as a Learning and Teaching Tool;167
15.4.1;9.4.1 The Studio: A Place and Pedagogy Focused on Employability;168
15.5;9.5 Embedding Employability: The Studio Case Study;170
15.5.1;9.5.1 What Did We Learn?;174
15.6;9.6 Conclusion;176
15.7;References;176
16;10 ePortfolios: Integrating Learning, Creating Connections and Authentic Assessments;179
16.1;10.1 Introduction;180
16.1.1;10.1.1 Learning Portfolios and Reflective Thinking;180
16.1.2;10.1.2 ePortfolios: Benefits, and Challenges;181
16.1.3;10.1.3 Practical Considerations and Challenges to ePortfolio Implementation;183
16.2;10.2 Designing ePortfolio Learning and Assessment Activities: Rethinking and Redesigning Curriculum;184
16.2.1;10.2.1 Considerations of Curriculum and Planning Design;184
16.2.2;10.2.2 Considerations of the Use of Assessment in ePortfolios;187
16.3;10.3 A Case Example;188
16.4;10.4 Conclusion;195
16.5;References;198
17;11 Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach;201
17.1;11.1 Introduction;201
17.1.1;11.1.1 Forensic Chemistry Programs at Griffith University;202
17.1.2;11.1.2 Students’ Journey Through the Forensic Science (Chemistry Major) Programs;203
17.2;11.2 Development of Reflective Tools;204
17.2.1;11.2.1 Chemistry 1A (Not Specific to Forensic Chemistry Programs);205
17.2.2;11.2.2 Principles of Forensic Investigation;209
17.2.3;11.2.3 Forensic Evidence and the Expert Witness;211
17.3;11.3 Results;212
17.4;11.4 Implementation: Pros, Cons and Lessons Learned;215
17.5;11.5 Future Directions;216
17.6;11.6 Conclusion;217
17.7;References;217
18;12 Challenges of Student Equity and Engagement in a HyFlex Course;220
18.1;12.1 Introduction;220
18.2;12.2 Background;221
18.3;12.3 Methodology;224
18.3.1;12.3.1 Equity;225
18.3.2;12.3.2 Engagement;228
18.4;12.4 Evaluation;232
18.4.1;12.4.1 Equity;232
18.4.2;12.4.2 Engagement;234
18.4.3;12.4.3 Summary and Limitations;236
18.5;12.5 Conclusion;237
18.6;References;238
19;13 Engaging with STEM Students: Successes and Challenges in Course Design;242
19.1;13.1 Introduction;243
19.2;13.2 Background;243
19.2.1;13.2.1 Prior Work—A Redesign Project for an Existing Course;244
19.2.2;13.2.2 Outcomes from the Project Management Redevelopment Project;245
19.2.3;13.2.3 The Challenge: Transitioning from Project Management to HCI;246
19.3;13.3 Approach;247
19.4;13.4 Results: Blended Learning—Human Computer Interaction (HCI);248
19.4.1;13.4.1 Course Structure;248
19.4.2;13.4.2 Scaffolding Student Learning;248
19.4.3;13.4.3 Templates;250
19.4.4;13.4.4 Hints and Supporting Documents;250
19.4.5;13.4.5 Learning with Others;251
19.4.6;13.4.6 Cognitive Load;252
19.4.7;13.4.7 Employability;253
19.4.8;13.4.8 Authentic Tasks;253
19.4.9;13.4.9 Evaluation;254
19.5;13.5 Discussion;255
19.6;13.6 Looking Forward;257
19.7;References;257
20;14 Rethinking Flight Education: Student Use of Reflection and Video Creation to Enhance Learning;260
20.1;14.1 Introduction;260
20.2;14.2 Literature Review;261
20.2.1;14.2.1 ePortfolios for Student Learning;262
20.2.2;14.2.2 ePortfolios for Reflection;262
20.2.3;14.2.3 Using Student Created Video to Promote Reflection;263
20.3;14.3 Methodology;264
20.3.1;14.3.1 The Computer Laboratory Set-Up;265
20.3.2;14.3.2 Circuit Task Video Recording Assignment;266
20.4;14.4 Results;267
20.4.1;14.4.1 Background;269
20.4.2;14.4.2 Student Video Uploads;269
20.5;14.5 Discussion;271
20.6;14.6 Limitations of the Study;272
20.7;14.7 Conclusion;272
20.8;Appendix 1;272
20.9;References;273
21;15 Supporting the M in STEM Using Online Maths Support Modules;276
21.1;15.1 Introduction;277
21.1.1;15.1.1 Background;277
21.1.2;15.1.2 Literature Review;278
21.2;15.2 Design and Development of the Maths Skills Site (MSS);281
21.2.1;15.2.1 The Maths Skills Site Defined;281
21.2.2;15.2.2 Design and Development of MSS;282
21.2.3;15.2.3 Usage of the MSS: Methodology;283
21.3;15.3 Case One: MSS in First-Year Chemistry;284
21.3.1;15.3.1 Chemistry Course Context;284
21.3.2;15.3.2 Chemistry Student Backgrounds;284
21.3.3;15.3.3 Student Perceptions;285
21.3.4;15.3.4 MSS Usage Patterns of Chemistry Students;286
21.3.5;15.3.5 Student Engagement with the MSS;287
21.3.6;15.3.6 Impact of the MSS on Chemistry Student Academic Outcomes;288
21.4;15.4 Case Two: MSS in First-Year Biochemistry;289
21.4.1;15.4.1 Biochemistry Course Context;289
21.4.2;15.4.2 Biochemistry Student Backgrounds;289
21.4.3;15.4.3 MSS Usage Patterns and Student Engagement;290
21.4.4;15.4.4 Impact of the MSS on Biochemistry Student Academic Outcomes;291
21.5;15.5 Challenges and Future Directions;291
21.6;15.6 Conclusions;293
21.7;References;294
22;16 The Use of PebblePad ePortfolio as a Tool for Teaching First-Year Engineering Design Practice;299
22.1;16.1 Introduction;300
22.2;16.2 Literature Review;301
22.3;16.3 The Course: Engineering Design Practice;302
22.3.1;16.3.1 Course Learning Outcomes;302
22.3.2;16.3.2 The Project: EWB Challenge;302
22.3.3;16.3.3 Course Assessment;303
22.3.4;16.3.4 The Scoping Document;305
22.3.5;16.3.5 PebblePad Workbook: Employability Workbook;307
22.3.6;16.3.6 The Design Portfolio;308
22.4;16.4 Methodology;310
22.4.1;16.4.1 Online Survey;310
22.4.2;16.4.2 Data Analysis;311
22.5;16.5 Results and Discussion;312
22.5.1;16.5.1 Which ePortfolio Workbook Was Most and Least Helpful for Student Learning?;312
22.5.2;16.5.2 Correlation Between Student Achievement and PebblePad Use;313
22.5.3;16.5.3 The Scoping Document;314
22.5.4;16.5.4 The Employability Workbook;315
22.5.5;16.5.5 The Design Portfolio;316
22.5.6;16.5.6 Using the PebblePad Platform;316
22.6;16.6 Limitations;317
22.7;16.7 Conclusion;318
22.8;References;318
23;17 Use of PebblePad to Develop Scaffolded Critical Reflection in Scientific Practice;321
23.1;17.1 Introduction;322
23.1.1;17.1.1 Experiential Learning;322
23.1.2;17.1.2 Undergraduate Research Experiences;323
23.1.3;17.1.3 Blended Learning Within UREs;323
23.2;17.2 Bachelor of Science Advanced (Honours) Program Context;325
23.3;17.3 Project Design;326
23.3.1;17.3.1 Design Rationale;326
23.3.2;17.3.2 Activities and Assessment Design;327
23.3.3;17.3.3 Blended Learning Design;328
23.3.4;17.3.4 Core Themes of the Blended Learning Design;332
23.3.5;17.3.5 Benefits of the Design Methodology;337
23.4;17.4 Implementation of the Design;338
23.4.1;17.4.1 Student Completion of the BL Activities;339
23.4.2;17.4.2 Alignment to Best Practice Approach;340
23.4.3;17.4.3 Design Process;340
23.4.4;17.4.4 Pedagogical Strategies;341
23.4.5;17.4.5 Student Readiness;342
23.4.6;17.4.6 Classroom and Online Technology Utilisation;342
23.4.7;17.4.7 Assessment Strategies;343
23.4.8;17.4.8 Course Implementation;343
23.5;17.5 Recommendations and Future Research Directions;344
23.6;17.6 Conclusion;344
23.7;References;345
24;18 Designing Rich, Evidence-Based Learning Experiences in STEM Higher Education;348
24.1;18.1 Introduction;349
24.2;18.2 Design-Based Research;349
24.2.1;18.2.1 Phases in Design-Based Research;350
24.2.2;18.2.2 Why Are Design Principles in STEM and Blended Learning Necessary?;350
24.2.3;18.2.3 Design Principles;351
24.2.4;18.2.4 Design Principles and PebblePad;352
24.3;18.3 Who Are Involved in the Griffith Sciences Blended Learning Model?;353
24.4;18.4 Findings from the Blended Learning in STEM Higher Education—Griffith Sciences Blended Learning Model;353
24.4.1;18.4.1 Design Principle 1: Quality Blended Learning in STEM Starts with a Coordinated and Ongoing Series of Informal Professional Learning, Support and Dissemination Strategies;355
24.4.2;18.4.2 Design Principle 2: Use Purposefully Designed Resources and Faded Scaffolding to Manage Students’ Cognitive Load;358
24.4.3;18.4.3 Design Principle 3: An Ongoing “Weekly” Laboratory Workbook or Learning Journal Has Potential for Engaging Students with the Scientific Process and Helping Them to Think like an Expert in Their Respective Discipline (i.e. to Think like a Scientist, Engineer or Technologist);360
24.4.4;18.4.4 Design Principle 4: Develop Content Knowledge Via Practising and Reflecting on Real or Simulated Activities (i.e. Laboratories, Field Experiences, WIL, Simulations);361
24.4.5;18.4.5 Design Principle 5: Embed Explicit Opportunities for Students to Develop, Understand and Articulate Their Employability Skills;362
24.4.6;18.4.6 Design Principle 6: Embed Opportunities for Ongoing Feedback and Feedforward to Scaffold Expert Thinking;364
24.4.7;18.4.7 Design Principle 7: The Hyflex Mode Has Potential for Developing Flexible STEM Environments (Particularly Ones with Both Face-to-Face and Fully Online Students;365
24.4.8;18.4.8 Design Principle 8: Focus on Program-Wide Learning, Teaching and Assessment;366
24.4.9;18.4.9 Design Principle 9: Build Activities that Allow Students to Learn with, and from Others;367
24.5;18.5 Conclusion;368
24.6;References;369