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© 2019

Blended Learning Designs in STEM Higher Education

Putting Learning First

  • Christopher N. Allan
  • Chris Campbell
  • Julie Crough

Benefits

  • Examines a variety of examples of blended learning practice in STEM education

  • Describes a suite of evidence-based learning principles on how to design, implement and teach within a blended learning environment

  • Demonstrates examples of embedding employability activities within STEM higher education curricula

  • Presents a successful professional learning framework to support the focused implementation of learning technologies among university faculty

Book

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Christopher N. Allan, David Green
    Pages 1-16
  3. Sarah L. Cresswell, Alexander S. Forrest
    Pages 189-207
  4. Sebastian Binnewies, Zhe Wang
    Pages 209-230
  5. Leigh Ellen Potter, Alexandra Thompson
    Pages 231-248
  6. Wendy A. Loughlin, Peter R. Johnston, Christopher L. Brown, Dianne J. Watters
    Pages 265-287
  7. Ruby Naomi Michael, Simon Howell, Chris Campbell
    Pages 289-310
  8. Mary Sarah-Jane Gregory, Peter R. Johnston
    Pages 311-337
  9. Christopher N. Allan, Julie Crough, David Green, Gayle Brent
    Pages 339-363

About this book

Introduction

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.

Keywords

Blended Learning Learning Design Design Principles STEM Higher Education Embedding Employability Skills Support Employability Authentic Assessment PebblePad Online Learning and Tools Engineering Education Mathematics Education

Editors and affiliations

  • Christopher N. Allan
    • 1
  • Chris Campbell
    • 2
  • Julie Crough
    • 3
  1. 1.Griffith UniversitySouthportAustralia
  2. 2.Griffith UniversityNathanAustralia
  3. 3.Griffith UniversitySouthportAustralia

About the editors

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.

Bibliographic information