Blended Learning Designs in STEM Higher Education

Putting Learning First

Editors: Allan, Christopher N., Campbell, Chris, Crough, Julie (Eds.)

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  • Examines a variety of examples of blended learning practice in STEM education
    Describes a suite of evidence-based learning principles on how to design, implement and teach within a blended learning environment
    Demonstrates examples of embedding employability activities within STEM higher education curricula
    Presents a successful professional learning framework to support the focused implementation of learning technologies among university faculty

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  • ISBN 978-981-13-6982-7
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  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $149.99
price for USA in USD
  • ISBN 978-981-13-6981-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

This book offers a set of learning principles to support the design of rich learning experiences in Science, Technology, Engineering and Mathematics (STEM) higher education, including detailed evaluations and discussions for a variety of science subjects. Further, it presents a professional learning framework that can be used to support the implementation of blended learning technologies to increase buy-in from academic staff, to support grass roots initiatives, to develop a sense of community, and to sustain change. The principles developed here will help readers to think about blended learning from a learner’s perspective, put learning first, and develop activities that will help learners achieve better learning outcomes.

In addition, the book addresses how to design rich, evidence-based, blended learning experiences that support learning. It demonstrates a range of learning principles in practice, with step-by-step instructions, and includes templates, supporting material, instructions and other resources to help teachers embed and adapt designs in their own subject. Readers will be equipped with an expanded toolkit of resources, designs, ideas and activities that can be directly applied in a variety of subject areas.

About the authors

Christopher N. Allan is a Learning and Teaching Consultant for Griffith Sciences, Griffith University. Christopher has extensive experience in blended learning, learning design and the implementation of technology to support and enhance learning and teaching. He has 20 years’ experience in all forms of education and more than 10 years working in Higher Education. His contributions have recently been recognized by his being named a Senior Fellow with the Higher Education Academy. He is also a Senior Fellow of the Griffith Learning and Teaching Academy.
Chris Campbell currently works at the Centre for Learning Futures at Griffith University, Brisbane, Australia. As an emerging research leader, she has been involved in numerous grants and projects involving digital and emerging technologies. Her skills in implementing and trialing new technologies are documented in over 70 publications, where she has conducted research on online tools in educational settings, including LAMS, Second Life and Assistive eXtra Learning Environments, as well as technology integration, mobile learning and augmented reality. Chris has previously taught first-year pre-service teachers and trialed interactive and emerging technologies in lectures. In 2016, Chris was a Queensland-Smithsonian Fellowship holder, and investigated the Smithsonian Learning Lab and its implications for teachers. 
Julie Crough is a Learning and Teaching Consultant (Curriculum) for Griffith Sciences as well as a Senior Fellow of the Higher Education Academy and Griffith Learning and Teaching Academy. Her extensive experience and background in science education span more than 25 years of working collaboratively with, and for, higher education institutions and scientific research organisations on curriculum development and innovation. Her curiosity and drive to learn (BSc Hons, Grad Dip Ed, MSc and DTEM) is foregrounded by her passion for integrating active and authentic learning experiences and learning technologies in STEM higher education.

Table of contents (18 chapters)

Table of contents (18 chapters)
  • Introduction

    Allan, Christopher N. (et al.)

    Pages 1-16

  • Creating a Successful Implementation of PebblePad: The University Context

    Campbell, Chris

    Pages 17-34

  • What Is the Purpose? Using Blended Learning Designs to Purposefully Focus on Student Engagement, Support and Learning

    Green, David (et al.)

    Pages 35-58

  • On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teaching Discussion, Design and Practice

    Allan, Christopher N. (et al.)

    Pages 59-75

  • Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfolios

    Crough, Julie

    Pages 77-98

Buy this book

eBook $84.99
price for USA in USD (gross)
  • ISBN 978-981-13-6982-7
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $149.99
price for USA in USD
  • ISBN 978-981-13-6981-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Blended Learning Designs in STEM Higher Education
Book Subtitle
Putting Learning First
Editors
  • Christopher N. Allan
  • Chris Campbell
  • Julie Crough
Copyright
2019
Publisher
Springer Singapore
Copyright Holder
Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-13-6982-7
DOI
10.1007/978-981-13-6982-7
Hardcover ISBN
978-981-13-6981-0
Edition Number
1
Number of Pages
XVII, 363
Number of Illustrations
10 b/w illustrations, 49 illustrations in colour
Topics