Blended Learning Designs in STEM Higher Education: Putting Learning First

Description

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. Front Matter ....Pages i-xvii Introduction (Christopher N. Allan, David Green)....Pages 1-16 Creating a Successful Implementation of PebblePad: The University Context (Chris Campbell)....Pages 17-34 What Is the Purpose? Using Blended Learning Designs to Purposefully Focus on Student Engagement, Support and Learning (David Green, Christopher N. Allan, Julie Crough)....Pages 35-58 On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teaching Discussion, Design and Practice (Christopher N. Allan, David Green)....Pages 59-75 Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfolios (Julie Crough)....Pages 77-98 Creating Order from (Potential) Chaos: Embedding Employability with the Griffith Sciences PLUS Program (Gayle Brent)....Pages 99-119 Embedding Employability into an Information Technology Curriculum Using PebblePad: A Practice Report (David Tuffley, Gayle Brent)....Pages 121-138 Peer Assisted Study Sessions (PASS): Recognizing Employability Through PebblePad (Jacqueline Wilkinson, Gayle Brent)....Pages 139-149 Embedding Employability: A Case Study Using ePortfolios in Studio Learning and Teaching (Caryl Bosman, Deanna Tomerini)....Pages 151-165 ePortfolios: Integrating Learning, Creating Connections and Authentic Assessments (Alison White)....Pages 167-188 Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach (Sarah L. Cresswell, Alexander S. Forrest)....Pages 189-207 Challenges of Student Equity and Engagement in a HyFlex Course (Sebastian Binnewies, Zhe Wang)....Pages 209-230 Engaging with STEM Students: Successes and Challenges in Course Design (Leigh Ellen Potter, Alexandra Thompson)....Pages 231-248 Rethinking Flight Education: Student Use of Reflection and Video Creation to Enhance Learning (Arie Korf, Chris Campbell)....Pages 249-264 Supporting the M in STEM Using Online Maths Support Modules (Wendy A. Loughlin, Peter R. Johnston, Christopher L. Brown, Dianne J. Watters)....Pages 265-287 The Use of PebblePad ePortfolio as a Tool for Teaching First-Year Engineering Design Practice (Ruby Naomi Michael, Simon Howell, Chris Campbell)....Pages 289-310 Use of PebblePad to Develop Scaffolded Critical Reflection in Scientific Practice (Mary Sarah-Jane Gregory, Peter R. Johnston)....Pages 311-337 Designing Rich, Evidence-Based Learning Experiences in STEM Higher Education (Christopher N. Allan, Julie Crough, David Green, Gayle Brent)....Pages 339-363