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

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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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.
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