Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
Essential faculty development attributes: Sloan-C wkshp 2009Alexandra M. Pickett
The Essential Attributes of Faculty Development Programs – Which ones are you missing?
As we approach faculty development from the perspective of the adult learner, we need to take into consideration their characteristics, the context in which their learning is occurring, and the process we plan to use to deliver the education and training (Lawler, 2003). However, most faculty development models are designed as a one-size-fits-all solution. Few development models view faculty as adult learners and typically do not consider their prior knowledge, experiences (Layne et al., 2004), or uniqueness.
With faculty development’s goal of improving the quality of the teaching experience for faculty and students, and using adult learning theory to frame the development program, the task to build an effective program is no small feat. Gone are the one-size-fits all programs with one-time workshops offered sporadically throughout the academic year. What is needed now are faculty development programs that recognize faculty’s vast reservoir of experiences as learners and as teachers in the classroom and to use those experiences on which to build their learning. Also needed is a recognition of faculty’s teaching needs and concerns to make their learning relevant and increase their motivation for learning. The professional development environment needs to be one in which the faculty feel accepted, respected, and supported. The learning activities need to provide opportunities for active participation, reflection, and collaborative inquiry, all within an authentic context. Finally, an individual action plan is needed to put their learning into action, with a structure in place for continued support as they enact changes in their teaching.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
James Wiley (Eduventures) and Gerald DiGusto (Motivis Learning) examine the challenges many institutions face while improving student outcomes and exploring enterprise technologies such as Learning Relationship Management systems (LRM).
As part of the 2024 ASCCC Noncredit Institute, we explored the current landscape of instructional design in California Community Colleges and provided insights into the traditional use of instructional designers' skills and explored innovative approaches to maximize these resources to achieve better student outcomes and cultivate equitable learning environments.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis.
Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Prof Diana Laurillard (London Knowledge Lab).
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
This presentation will address the problem of designing interactive online courses in higher education. Despite many promises of richer and deeper learning experiences, in a typical online learning course, students go through well-defined sequences of instruction to complete learning activities and reach learning objectives (Ally, 2008). This is akin to Skinner’s programmed learning (1961), which was an extension of the operant conditioning chamber. While the intention of developing a technology of human behavior was interesting, the learners rapidly became disengaged. Despite its limitations, this metaphor of learning lived a long life and was present throughout the history of distance education and directed the advent of eLearning. After several decades of existence of eLearning and online learning, the step-by-step approach to designing instruction and the ADDIE model are still being used by course designers and upon observing several online courses in various universities, whether they be stand-alone online courses, full online programs or MOOCs, we notice that the classical approach to teaching and learning still dominates the field. However, in corpus of online courses that exist, there are some very interesting solutions pioneered by research teams that wish to innovate.
Faced with a new course to design, our team tackled the challenge by using a problem-based learning (PBL) approach grounded in a socio-constructivist pedagogical approach. The course being discussed is an undergraduate course titled “Digital Communication Technologies”, offered as part of a fully online program. The course design included three components: 1) synchronous weekly tutorials; 2) asynchronous weekly discussions through a learning management system and various social media tools and platforms; 3) problem-based learning videos uploaded on YouTube for each tutorial session. After teaching the course, the teachers reflected on the gap between the theory and practice of PBL, as operationalizing theoretical concepts into actions is not as easy as it may seem. We will present the course design, two narratives of the researcher-designer-developer-instructors along with student reactions to the course. The data will be presented as a reflective analysis of the instructors with regards to the values that underlie the scholarship of teaching and learning.
Topic of the presentation: This presentation is about the transformative experience that learners go through when they solve ill-defined authentic problems in an online higher education context. The students involved in such courses were distributed over a wide geographical setting and worked full-time.
Intended outcomes: Discuss the problematic of online course design. Assess the content of an PBL online course; Analyze the multiplicity of interactions in an online PBL course; Interpret the teachers’ and students’ reactions in an online PBL learning experience.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
A presentation provided at the 2019 ACODE Learning Technologies Leadership Institute on Monday 19 August.
Disruption is not limited to the music, newspaper, taxi and food delivery industry, or to the provision of movies. New models of educational delivery have also been emerging, thanks largely to the affordance of new generational technologies and a willingness to break with traditional forms of supply, to a more demand driven model. These new business models, coupled with a slowness of the national regulators, has caught some tertiary institutions on the back foot, but some are now awakening from their slumber. With the bolder ones not being afraid to mix their metaphors
James Wiley (Eduventures) and Gerald DiGusto (Motivis Learning) examine the challenges many institutions face while improving student outcomes and exploring enterprise technologies such as Learning Relationship Management systems (LRM).
As part of the 2024 ASCCC Noncredit Institute, we explored the current landscape of instructional design in California Community Colleges and provided insights into the traditional use of instructional designers' skills and explored innovative approaches to maximize these resources to achieve better student outcomes and cultivate equitable learning environments.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Tell me what you want and I’ll show you what you can have: who drives design of technology for learning?
Associate Professor Sue Cobb
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
Learn to Use and Use to Learn: Designers as a Tool for Innovative CollaborationKecia J. Waddell Ph.D.
Presented at the 2012 AECT International Convention, Naimah Wade and Kecia Waddell discuss the study that also served as a model of technology application by providing a practical demonstration of how to utilize innovative social tools for learning and virtual collaboration. The benefit of this model is that it can be used inform instructional design decisions and guide the successful integration of technology into the learning strategy. Additional analysis of the data from this original study uncovered to emergent themes: the designer as a tool for innovative collaboration and strategies for navigating the technology learning curve.
*NOTE: SLIDE #3 is a video presentation of the integrative collaborative functions of Google Applications (To view visit - http://youtube.googleapis.com/v/kcOUWjkGBUY)
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
Learning, design and technology developmental evaluation and the experience api. Invited presentation to Global Mindset 12th thought leading conference on Assessment and Learning on 29 Oct 2014.The conference is all about students and teachers and how they can improve learning through better understanding of:
- current state of assessment and learning
- future of assessment and learning
The keynote is by Eric Mazur, Professor Physics Harvard, recipient of Minerva Prize.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Workshop ‘Je boodschap efficiënt overbrengen via kennisclips’Stijn Van Laer
Heb je soms het gevoel dat je dezelfde uitleg steeds opnieuw moet herhalen? Zijn er bepaalde concepten in je onderzoeksdomein die cruciaal zijn? Zou je het handig vinden om deze vast te leggen in een korte video? (Zodat je bijvoorbeeld je contacttijd anders kan invullen?) Een kennisclip kan gebruikt worden in onderwijs- of onderzoeksactiviteiten. De startsessie van deze workshop is hands-on, dit houdt in dat we concreet met materiaal aan de slag gaan.
2. “If we knew what it was we were doing, it would
not be called research, would it?”
(A. Einstein)
3.
4. Getting to know the
concept (from our point of view)
Blended Learning
In our case often the media an tools blend.
<<Optimalisation and Efficiency>>
(of the teaching practice)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
(Oliver & Trigwell, 2005)
(Driscoll, 2002)
“There is strong evidence that many very different media attributes accomplish the
same learning goal” and therefore: “ It there is no single media attribute that serves
a unique cognitive effect for some learning task, then the attributes must be proxies
for some other variables that are instrumental in learning gains.”
(Clark 1994:22)
“The designer can and must choose the less expensive and most cognitively efficient
way to represent and deliver instruction. It cannot be argued that any given medium
or attribute must be present in order for learning to occur, only that certain media
and attributes are more efficient for certain learners, learning goals and task.”
(Clark 1994:22)
5. Blended Learning
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Technology as a catalyst for educational change!
Oliver & Trigwell, 2005)
McDonald & Ingvarson, 1997)
6. Blended Learning:
Role of medium/technology
(Sugrue & Clark, 2000)
TEACHING METHOD ATTRIBUTES MEDIUM
(of the medium)
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
7. Blended Learning on course level
“ An instructor/teacher decides to optimise
(redesign) his/her teaching practice. The plan is
to implement a certain educational technology,
teaching method, educational concept, etc.”
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
8. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Blended Learning
Getting to know the
concept (from our point of view)
9. Teaching Methods:
TEACHING METHODS:
lecturing, demonstrating and telling
EDUCATIONAL OBJECTIVES: informing,
explaining, inspiring, introducing, ...
LEARNING ACTIVITIES: structuring, orienting,
distinguishing, laying cross connections,
grounding, ...
MEDIUM: teacher, article, knowledge clip,
manual lesson recording, ...
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
10. Knowledge clip
Also called screencast
• Very effective way to transfer information to the
target group.
• All content that can be shown on your computer
screen can be recorded and integrated. (@home
or @dedicated locations at the KU Leuven)
• The only things you need are software and
internal microphone (and camera).
(Sugar, et. al., 2010 & Mullamphy et. al., 2010 )
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
11. Automated lecture capture
system
Some locations within the KU Leuven have a
fixed system to automatically record lectures.
• Duration: between 10’ and 120’
• Often recorded during a real life situation.
• Very efficient way of transferring information
(content, feedback, etc.) to the audience.
• Often no editing done.
Just make a reservation for one of the 24
auditoria with the fixed lecture capture system via
KULoket.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
12. Increase efficacy by:
Asking questions after 15min (span of
attention)
Have short breaks
Facilitate short interactions
Communicate the objectives
Provide structure
For ex. see 9 events of instructions, multimedia
theory, etc.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
13. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Putting theory into practice:
• Learning theories (How do students
learn?) socio constructivism,
connectivism, etc.
• Learning and Education (How can we
support the learning of the students?)
7 principles, 9 events, etc.
• Instructional Design (How can we
design an environment the includes the
needed support?) ADDIE, 4C-ID, etc.
• Multimedia principles (What are the
consequences of using a particular
medium in the process?) Multimedia
theory, etc.
14. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Blended Learning on program level
“An innovative project within a certain faculty
aims for introducing the use of technology,
activating teaching methods, etc. in the
curriculum of different programs.”
15. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Blended Learning
16. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Actors
17. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Educational Development
(Hicks, 2006)
SUPPORT (IN) THE FACULTY!!
Vision
Communication
Action plan
Change management
20. Referenties
• Bower, M. (2011). Synchronous collaboration competencies in web‐conferencing
environments–their impact on the learning process. Distance Education, 32(1),
63-83.
• Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing
automated capture and access in the classroom. ACM Transactions on
Computer-Human Interaction (TOCHI), 11(2), 121-155.
• Clark, Richard E. (1994). Media will Never Influence Learning. Educational
Technology Research and Development, 42(2), 21-29.
• Dillemans, R., Lowyck, J., Van derPerre, G., Claeys, C., & Elen, J. (1998). New
technologies for learning: Contribution of ICT to innovation in education. Leuven
University Press.
• Driscoll, M. (2002) Blended Learning: let’s get beyond the hype, E-learning, 1
March. http://elearningmag.com/ltimagazine
• Elen, J. (2000). Technologie voor en van het onderwijs: een inleiding in
onderwijstechno-logische inzichten en realisaties. Acco.
• Gagné, Robert Mills, and Marcy Perkins Driscoll. Essentials of learning for
instruction. Hinsdale, IL: Dryden Press, 1975.
• Hicks, Owen. "Integration of central and departmental development—
reflections from Australian universities." The International Journal for Academic
Development 4.1 (1999): 43-51.
• Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional
methods on the quality of online discussion. British Journal of Educational
Technology, 38(2), 260-271.
• Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social
media? Get serious! Understanding the functional building blocks of social
media. Business horizons, 54(3), 241-251.
• Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of
instructor intervention on student participation in online discussion forums.
Computers & Education, 40(3), 237-253.
• McDonald, H., & Ingvarson, L. (1997). Technology: A catalyst for educational
change. Journal of Curriculum Studies, 29(5), 513-528.
• Mullamphy, D. A., Higgins, P., Belward, S., & Ward, L. M. (2010). To screencast or
not to screencast. ANZIAM Journal, 51, C446-C460.
• Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed. E-learning,
2(1), 17-26.
• Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the Anatomy of a
Screencast: Uncovering Common Elements and Instructional Strategies.
International Review Of Research In Open & Distance Learning, 11(3).
• Sugrue, B., & Clark, R. E. (2000). Media selection for training. Training and
retraining: A handbook for business, industry, government, and the military, 208-
234.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)