Running before you can walk: creating blended learning in collaborative spaces

Holland, BE; Brain, T; Mohamed Mowjoon, D

Running before you can walk: creating blended learning in collaborative spaces

Holland, BE Brain, T Mohamed Mowjoon, D

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Publisher:: Australasian Association for Engineering Education Conference (24th: 2013)
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education - AAEE2013, 2013, pp. 1 - 10
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Holland, BE	en_US
dc.contributor.author	Brain, T	en_US
dc.contributor.author	Mohamed Mowjoon, D	en_US
dc.contributor.editor	Holland, B	en_US
dc.contributor.editor	Brain, T	en_US
dc.contributor.editor	Mowjoon, M	en_US
dc.date	2013-12-08	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education - AAEE2013, 2013, pp. 1 - 10	en_US
dc.identifier.isbn	978-0-9924099-0-6	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30778
dc.description.abstract	Many universities across Australia are undertaking significant works to upgrade online and face-to-face teaching technologies and campus environments. The University of Technology, Sydney is one of these institutions and, in 2014, the faculty of engineering and IT will occupy a new complex featuring a range of interactive and collaborative learning spaces. There is a growing body of literature evaluating the delivery of courses using online learning environments and collaborative learning spaces (eg Radcliffe et al, 2009, Rasmussen et al 2012). This paper introduces the review of a senior engineering subject delivered in intensive Block mode sessions as a case study for analysing student engagement and experience of interaction using new collaborative learning spaces. Through a post delivery review of the subject this paper assesses and evaluates the learning experience of students in a block mode subject delivered in new collaborative spaces. It analyses findings from two surveys across a range of indicators. Post delivery review of the use of pilot spaces and the quality of student experience of them in combination with new approaches integrated with the online learning environment, can support and inform the transition to wider use of these spaces and innovation in teaching approaches in engineering. This is no small project in a field which has been characterised by an intensive lecture-based model of teaching and learning and so stakeholders need to be `enrolled in its objectives and how they can be aligned with their priorities, and development resourced to ensure success.	en_US
dc.publisher	Australasian Association for Engineering Education Conference (24th: 2013)	en_US
dc.relation.ispartof	Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education - AAEE2013	en_US
dc.relation.ispartof	AAEE - Annual Conference of Australasian Association for Engineering Education	en_US
dc.title	Running before you can walk: creating blended learning in collaborative spaces	en_US
dc.type	Conference Proceeding
utslib.location	Griffith School of Engineering, Griffith University, Queensland Australia	en_US
utslib.location.activity	Crowne Plaza Hotel, Gold Coast, Queensland	en_US
utslib.for	0999 Other Engineering	en_US
dc.location.activity	Crowne Plaza Hotel, Gold Coast, Queensland
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2013-12-11	en_US
pubs.place-of-publication	Griffith School of Engineering, Griffith University, Queensland Australia	en_US
pubs.start-date	2013-12-08	en_US

Abstract:

Many universities across Australia are undertaking significant works to upgrade online and face-to-face teaching technologies and campus environments. The University of Technology, Sydney is one of these institutions and, in 2014, the faculty of engineering and IT will occupy a new complex featuring a range of interactive and collaborative learning spaces. There is a growing body of literature evaluating the delivery of courses using online learning environments and collaborative learning spaces (eg Radcliffe et al, 2009, Rasmussen et al 2012). This paper introduces the review of a senior engineering subject delivered in intensive Block mode sessions as a case study for analysing student engagement and experience of interaction using new collaborative learning spaces. Through a post delivery review of the subject this paper assesses and evaluates the learning experience of students in a block mode subject delivered in new collaborative spaces. It analyses findings from two surveys across a range of indicators. Post delivery review of the use of pilot spaces and the quality of student experience of them in combination with new approaches integrated with the online learning environment, can support and inform the transition to wider use of these spaces and innovation in teaching approaches in engineering. This is no small project in a field which has been characterised by an intensive lecture-based model of teaching and learning and so stakeholders need to be `enrolled in its objectives and how they can be aligned with their priorities, and development resourced to ensure success.

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

http://hdl.handle.net/10453/30778