Abstract
The University of Western Sydney is more than half way through a three year strategic program to build its blended and mobile learning capacity. This paper presents a framework that has emerged from implementing and evaluating the blended learning strategy thus far; linking institution-led, academic-led, student-led and community-led components. It illustrates how all of these components form part of an integrated system, in which change needs to be managed as a whole. The experience to date has shown the need to notice and deal with the concerns of academic teaching staff, and to be clear about which measurements of progress are meaningful and relevant. The specific context of this university has determined how the various blended learning initiatives have been prioritized. Although other university contexts will differ, the overall framework could be applied in any institution to help align institutional initiatives to adopt blended and mobile learning, and to develop appropriate evaluation.
Original language | English |
---|---|
Title of host publication | ascilite 2014: Rhetoric and Reality: Critical Perspectives on Educational Technology, 23-26 November 2014, Dunedin, New Zealand |
Publisher | Australasian Society for Computers in Learning in Tertiary Education |
Pages | 211-221 |
Number of pages | 11 |
ISBN (Print) | 9780473307509 |
Publication status | Published - 2014 |
Event | Australasian Society for Computers in Learning in Tertiary Education. Conference - Duration: 23 Nov 2014 → … |
Conference
Conference | Australasian Society for Computers in Learning in Tertiary Education. Conference |
---|---|
Period | 23/11/14 → … |
Open Access - Access Right Statement
The author(s) assign a Creative Commons by attribution 3.0 licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creationKeywords
- blended learning
- evaluation
- mobile communication systems in education