The university pitch

I have been considering if and how it might be useful to include this video (originally aimed at staff) in the student workshop somehow. Something to discuss in the next meeting perhaps

The video aimed at students is (in my view) less informative because it doesn’t go into the specifics of what ABL might look like in practice:

Making progress…

A few things to report so far

  1. An draft outline for the workshop has been developed. The workshop aims to increase students’ knowledge and confidence with active blended learning. There will be a mix of online and interactive face to face activities in order to model/demonstrate the ABL approach to learning and teaching. Through the session, students will be able to feed back and comment on a range of different ABL examples. We will review the workshop plan and proposed materials/activities in our next project meeting on 6th December
  2. Provisional bookings have been made for rooms and times when we plan to run the workshops next term. We thought it best to get ahead with this so we had dates in the diary, could ensure tutor availability and secured suitable venues. Our recruitment and implementation plan to engage students with the workshop will be developed in our forthcoming project meeting

First project meeting

We had our first project team meeting on 25th Oct. In the meeting we reviewed the aims of the project, and outlined our plans for achieving those aims.

The overall aim of our project is to increase students’ confidence in learning through active-blended learning (ABL). We intend to do this by designing and delivering a workshop session (60-90 mins) for students on ABL – exploring what ABL is and evidence for its effectiveness. This workshop will be an ‘optional extra’ for students to attend outside their scheduled classes, promoted on the basis that:

  1. they will have the opportunity to find out more about UoN’s new approach to learning and teaching ahead of the move to Waterside
  2. they can contribute to the developments that are taking place by sharing their views, experiences and ideas through constructive dialogue with staff
  3. it is a valuable CPD opportunity for them, reflecting on their own learning and building an understanding of approaches to learning and teaching in higher education contexts

First and second year students who attend the workshop will receive two research credits (as part of the research participation credits required in compulsory research methods modules).

Learning outcomes for the ABL workshop

By the end of the session, students will be able to:

  • describe the rationale behind using active-blended learning
  • identify some of the benefits that ABL can provide to their learning experience
  • make recommendations for the design of effective ABL

We will evaluate the impact of the workshop by:

  1. having ‘before and after’ measures of student knowledge, understanding and attitude towards ABL (assessing their confidence, and any anxiety/concerns)
  2. workshop feedback forms about the quality/relevance/content/delivery of the session
  3. interviews with a sample of students who attended the workshop about the impact it has had on their perceptions and attitudes towards ABL 

The workshop plans and materials will be made openly available for others to use

Actions:

  • Start project blog (RM)
  • Prepare plan for the workshop (RM)
  • Make provisional room bookings for the workshops to run in Feb and March 2018 (KP)

 

Welcome to our project blog!

This is the project blog for the project “Increasing student understanding of Active Blended Learning”. It is funded through the Institute of Learning and Teaching at The University of Northampton, as part of the Learning Enhancement and Innovation bids 2017-18.

The project is lead by Dr Roz Collings, and the project team includes Dr Rachel Maunder and Dr Katere Pourseied

Project summary:

Blended learning approaches are becoming more prominent in UK Higher Education. Meta- analyses of empirical research have indicated the benefits of blended learning over both purely online learning and the traditional lecture based learning strategy. A student’s attitude toward blended learning predicts their readiness to engage with it, and for those that do engage, achievement is significantly enhanced. Psychology at the University of Northampton currently has low levels of confidence amongst students in ABL and thus a lack of engagement. This project aims to enhance confidence and readiness via increasing knowledge of what ABL is and why we endorse it.