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THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT / Paul Holland, Karin Ennser, Sean Cahill, Melanie Hainke, Eve Moriarty, Rhian Kerton

ICERI2019 Proceedings, Pages: 7527 - 7536

Swansea University Authors: Paul Holland, Karin Ennser, Sean Cahill, Melanie Hainke, Eve Moriarty, Rhian Kerton

Abstract

The Higher Education (HE) sector in the United Kingdom has seen significant changes in recent years with higher student fees, removal of the cap on student numbers and the introduction of the Teaching Excellence Framework to benchmark teaching quality across the country. Swansea University managemen...

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Published in: ICERI2019 Proceedings
ISBN: 978-84-09-14755-7
URI: https://cronfa.swan.ac.uk/Record/cronfa52814
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Swansea University management has recognised these fast-changing and complex demands on the HE sector and has responded by introducing strategy, organisational changes and initiatives. These have included a teaching and scholarship academic career pathway, a focus on improving training and recognition for staff innovation in teaching practice. One of the effects of these interventions was the organic growth in the use of blended approaches, showing positive student feedback and the emerging evidence of improved performance &#x2014; these positive effects aligned with sectoral developments in independent learning, student co-creation, and enhanced digital capabilities. However, the change to increased adoption of such online learning approaches led to broader considerations of how the institution should best support it, how to manage the risk of unintended consequences and consistency of practice issues and the impact on IT services in terms of software systems and cybersecurity. To provide answers to these considerations and to support further growth, an institution-wide pilot project was designed and ran from August 2017 to March 2019. The design of the Blended Learning Pilot project was such that it maintained the spirit and freedom of the previous organic growth but wrapped institutional support around it, continuing the natural innovation and departmental ownership. Staff volunteers wanting to trial blended learning were encouraged, trained and given access to appropriate hardware and software tools. In this work, we will present the outputs of the pilot, where over 50 academic volunteers converted 92 modules to a blended learning format reaching over 6,555 students. 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spelling 2019-11-21T09:48:31.0000365 v2 52814 2019-11-21 THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT 9c7eea4ea9d615fcbf2801a672dd2e7f Paul Holland Paul Holland true false 0aa21e9e51bfb74793881e5780d29ae8 Karin Ennser Karin Ennser true false bbe36aa1b104495df6c1f2c7178ec281 Sean Cahill Sean Cahill true false 43df351a8f69b64d890e36bac578348f Melanie Hainke Melanie Hainke true false 0043823648dac753abd27d8f630bb56f Eve Moriarty Eve Moriarty true false 1467a7b9d7e8493f15a1dc3a80332729 Rhian Kerton Rhian Kerton true false 2019-11-21 EEEG The Higher Education (HE) sector in the United Kingdom has seen significant changes in recent years with higher student fees, removal of the cap on student numbers and the introduction of the Teaching Excellence Framework to benchmark teaching quality across the country. Swansea University management has recognised these fast-changing and complex demands on the HE sector and has responded by introducing strategy, organisational changes and initiatives. These have included a teaching and scholarship academic career pathway, a focus on improving training and recognition for staff innovation in teaching practice. One of the effects of these interventions was the organic growth in the use of blended approaches, showing positive student feedback and the emerging evidence of improved performance — these positive effects aligned with sectoral developments in independent learning, student co-creation, and enhanced digital capabilities. However, the change to increased adoption of such online learning approaches led to broader considerations of how the institution should best support it, how to manage the risk of unintended consequences and consistency of practice issues and the impact on IT services in terms of software systems and cybersecurity. To provide answers to these considerations and to support further growth, an institution-wide pilot project was designed and ran from August 2017 to March 2019. The design of the Blended Learning Pilot project was such that it maintained the spirit and freedom of the previous organic growth but wrapped institutional support around it, continuing the natural innovation and departmental ownership. Staff volunteers wanting to trial blended learning were encouraged, trained and given access to appropriate hardware and software tools. In this work, we will present the outputs of the pilot, where over 50 academic volunteers converted 92 modules to a blended learning format reaching over 6,555 students. We will describe a range of achieved outputs and the lessons learned that will help institutions wishing to support or increase the use of blended learning successfully. Conference Paper/Proceeding/Abstract ICERI2019 Proceedings 7527 7536 978-84-09-14755-7 Blended Learning, Flipped Learning, Active Learning, TEL 0 0 0 0001-01-01 COLLEGE NANME Electronic and Electrical Engineering COLLEGE CODE EEEG Swansea University 2019-11-21T09:48:31.0000365 2019-11-21T09:48:31.0000365 Paul Holland 1 Karin Ennser 2 Sean Cahill 3 Melanie Hainke 4 Eve Moriarty 5 Rhian Kerton 6 52814__15927__67811dbf74244cdbb4b2daefec2aa253.pdf holland2019(2).pdf 2019-11-21T09:52:45.5667014 Output 148398 application/pdf Version of Record true 2019-11-21T00:00:00.0000000 Released with the permission of the publisher. true
title THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
spellingShingle THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
Paul, Holland
Karin, Ennser
Sean, Cahill
Melanie, Hainke
Eve, Moriarty
Rhian, Kerton
title_short THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
title_full THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
title_fullStr THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
title_full_unstemmed THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
title_sort THE SWANSEA UNIVERSITY BLENDED LEARNING PILOT
author_id_str_mv 9c7eea4ea9d615fcbf2801a672dd2e7f
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43df351a8f69b64d890e36bac578348f
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author_id_fullname_str_mv 9c7eea4ea9d615fcbf2801a672dd2e7f_***_Paul, Holland
0aa21e9e51bfb74793881e5780d29ae8_***_Karin, Ennser
bbe36aa1b104495df6c1f2c7178ec281_***_Sean, Cahill
43df351a8f69b64d890e36bac578348f_***_Melanie, Hainke
0043823648dac753abd27d8f630bb56f_***_Eve, Moriarty
1467a7b9d7e8493f15a1dc3a80332729_***_Rhian, Kerton
author Paul, Holland
Karin, Ennser
Sean, Cahill
Melanie, Hainke
Eve, Moriarty
Rhian, Kerton
author2 Paul Holland
Karin Ennser
Sean Cahill
Melanie Hainke
Eve Moriarty
Rhian Kerton
format Conference Paper/Proceeding/Abstract
container_title ICERI2019 Proceedings
container_start_page 7527
institution Swansea University
isbn 978-84-09-14755-7
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description The Higher Education (HE) sector in the United Kingdom has seen significant changes in recent years with higher student fees, removal of the cap on student numbers and the introduction of the Teaching Excellence Framework to benchmark teaching quality across the country. Swansea University management has recognised these fast-changing and complex demands on the HE sector and has responded by introducing strategy, organisational changes and initiatives. These have included a teaching and scholarship academic career pathway, a focus on improving training and recognition for staff innovation in teaching practice. One of the effects of these interventions was the organic growth in the use of blended approaches, showing positive student feedback and the emerging evidence of improved performance — these positive effects aligned with sectoral developments in independent learning, student co-creation, and enhanced digital capabilities. However, the change to increased adoption of such online learning approaches led to broader considerations of how the institution should best support it, how to manage the risk of unintended consequences and consistency of practice issues and the impact on IT services in terms of software systems and cybersecurity. To provide answers to these considerations and to support further growth, an institution-wide pilot project was designed and ran from August 2017 to March 2019. The design of the Blended Learning Pilot project was such that it maintained the spirit and freedom of the previous organic growth but wrapped institutional support around it, continuing the natural innovation and departmental ownership. Staff volunteers wanting to trial blended learning were encouraged, trained and given access to appropriate hardware and software tools. In this work, we will present the outputs of the pilot, where over 50 academic volunteers converted 92 modules to a blended learning format reaching over 6,555 students. We will describe a range of achieved outputs and the lessons learned that will help institutions wishing to support or increase the use of blended learning successfully.
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