Blended Learning Innovations: Leadership and Change in One Institution

Mirriahi, N; Alonzo, D; McIntyre, S; Kligyte, G; Fox, B

Blended Learning Innovations: Leadership and Change in One Institution

Mirriahi, N Alonzo, D McIntyre, S Kligyte, G

Fox, B

Permalink

Publisher:: University of the West Indies
Publication Type:: Journal Article
Citation:: International Journal of Education and Development using Information and Communication Technology, 2015, 11 (1), pp. 4 - 16
Issue Date:: 2015

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published VersionAdobe PDF (405.68 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Mirriahi, N	en_US
dc.contributor.author	Alonzo, D	en_US
dc.contributor.author	McIntyre, S	en_US
dc.contributor.author	Kligyte, G https://orcid.org/0000-0003-1422-2504	en_US
dc.contributor.author	Fox, B	en_US
dc.date.issued	2015	en_US
dc.identifier.citation	International Journal of Education and Development using Information and Communication Technology, 2015, 11 (1), pp. 4 - 16	en_US
dc.identifier.issn	1814-0556	en_US
dc.identifier.uri	http://hdl.handle.net/10453/116482
dc.description.abstract	This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide teaching staff with the experience of learning in a blended environment to raise their awareness of effective strategies. Second, an accredited postgraduate course for teaching staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), entitled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The threefold professional development strategies reported in this paper provide teaching staff with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to effectively meet the challenge of improving the digital literacy of teaching staff and enhancing effective online and blended learning opportunities for students.	en_US
dc.publisher	University of the West Indies	en_US
dc.relation.ispartof	International Journal of Education and Development using Information and Communication Technology	en_US
dc.title	Blended Learning Innovations: Leadership and Change in One Institution	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	11	en_US
utslib.for	130202 Curriculum and Pedagogy Theory and Development	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	11	en_US

Abstract:

This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program was redesigned and delivered in blended mode to provide teaching staff with the experience of learning in a blended environment to raise their awareness of effective strategies. Second, an accredited postgraduate course for teaching staff on the subject of educational design was redesigned to focus on strategies for online and blended course design and delivered fully online to raise awareness of online learning benefits. Third, a Massive Open Online Course (MOOC), entitled Learning to Teach Online (LTTO), was developed to offer professional development opportunities to teaching staff at the higher education institution, as well as to a wider international audience of educators. The threefold professional development strategies reported in this paper provide teaching staff with an opportunity to interact, mentor, and share knowledge with one another, alongside experiencing online and blended learning to effectively meet the challenge of improving the digital literacy of teaching staff and enhancing effective online and blended learning opportunities for students.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/116482