Blending Technology into an Academic Practice Qualification for University Teachers

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Author(s): Cathy Gunn (University of Auckland, New Zealand)and Adam Blake (University of Auckland, New Zealand)
Copyright: 2009
Pages: 21
Source title: Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education
Source Author(s)/Editor(s): Elizabeth Stacey (Deakin University, Australia)and Philippa Gerbic (Auckland University of Technology, New Zealand)
DOI: 10.4018/978-1-60566-296-1.ch014

Keywords: Blended & Mobile Learning / Education / Educational Technologies / Information Science Reference

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Abstract

An accredited course in Academic Practice aligns with university and national strategic goals related to teaching and learning enhancement within a research-intensive institution. The course was originally designed to be taught in face to face mode with an elearning dimension to provide the flexibility required by students in full time employment. Participation in a national implementation initiative for E-Learning Guidelines created an opportunity to reconceptualize the course for blended learning. A range of contextual factors influenced both the pace and the scale of technology enhancement. The design-based research process adopted for review and redevelopment of one of the core subjects for a Post Graduate Certificate course is described in this chapter.

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