This presentation showcases and shares the journey of a team working under an Exploratory Learning and Teaching Grant in order to trial a blended learning initiative in 2015/16 focused on embedding online skill support and learning into USC’s largest first year communication course – COR109. This project is founded on principles established by the three-way collaborative support model (Einfalt & Turley, 2009a, 2009b, 2013). USC’s Blended Learning strategy (2014-2016) defines blended learning as “a fusion of educational technologies and teaching in physical and virtual environments to enhance the student learning experience”. In response to this, interactive learning objects emerging from our project have been designed with input from a Learning Designer, Librarian, Academic Skills Adviser, COR109 co-ordinator and teachers. These online learning objects have been collaboratively produced to provide a combination of targeted library, academic skill and course content support relevant to specific task assessments. The value of such online learning objects is that they can support a diverse range of students, some arriving at university without the literacy skills required for success. In addition, this project aims to improve access for students who are time poor and not often on campus, at learning hubs, or study part-time, to have resources that help develop skills needed to complete COR109 set tasks. Storyboard Articulate was used to create a series of interactive learning guides, including the use of games, quizzes and screen captures, that were embedded into the Blackboard platform. This presentation will report on findings from this project based on evaluation and feedback from analytics, online surveys, focus groups, and staff opinion.
2016 Learning & Teaching Week: 2020 Teaching Visions. 2020 - What's Next?, Sunshine Coast, Australia 31 October - 4 November 2016