Since 2014, I’ve been a student and practitioner of blended learning. Garrison and Vaughn’s (2008) description of blended learning as the thoughtful fusion of online and face-to-face learning has resonated since my first reading of their work. From Educational Development through to my own teaching, I’m regularly inspired to fuse the digital and analog together for enhanced learning experiences.
In what follows, I’ve curated the work I’ve done related to blended learning since my early forays four years ago.
Setting the Foundation
The following video was one of my earliest productions (2015). Using Prezi and Camtasia, I created Introduction to Blended Learning as a tool for blending a workshop on blended learning!
Supported Course Re-design (SCoRe)
Re-Design Team Member (2017)
At the Western University Centre for Teaching and Learning, our team has developed a signature program that provides instructors with the supports and community required for re-designing a traditional face-to-face course to a blended design. In 2017, I collaborated with Dr. Felix Lee, Dr. David Brock, and my colleague Ramon Sanchez (WTS), to re-design a first-year undergraduate chemistry course. The infographic (right) describes the end result – a flipped chemistry course that utilizes online modules and quizzes to prepare students for in-class problem-solving and discussions.
Investigating Student Learning in Blended Learning Courses
In addition to Re-design Team participation, I am engaged in a research study investigating student engagement, approaches to Learning, and self-directed learning in blended courses. This study is in collaboration with Dr. Gavan Watson, Dr. Beth Hundey, and Dr. Corey Isaacs.
Blending my Teaching
One of the most rewarding influences of blended learning on my work has been with teaching. I frequently teach a graduate course on the Theory and Practice of University Teaching. Over the past three years, my co-Instructor (Dr. Karyn Olsen) and I have worked to increasingly redesign the course to a blended offering. This provides graduate students with increased flexibility for course participation while simultaneously benefitting the intended outcomes of the course by diversifying our activities and conversations. Below is a graphic syllabus I developed for our students as a way to communicate the design of the course.