Blended Learning Designs in STEM Higher Education (eBook)

Foreword 5
Acknowledgements 7
List of Initial Innovators 8
List of Reviewers 10
Contents 12
Editors and Contributors 14
1 Introduction 17
1.1 Blended Learning Designs in STEM Higher Education 17
1.2 The Griffith Context 18
1.3 Literature Review 20
1.3.1 Adoption of Learning and Teaching Best Practice in STEM Disciplines 20
1.3.2 What Is Blended Learning in STEM Higher Education 21
1.4 Project Aims and Scope 21
1.5 Approach and Methodology 22
1.5.1 Learning and Teaching Framework and Principles 22
1.5.2 Project Research Question 23
1.6 The Griffith Sciences Blended Learning Model 23
1.6.1 Phase 1: Expression of Interest—Blended Learning Fund 25
1.6.2 Phase 2: Design and Develop Within a Theoretical Framework 25
1.6.3 Phase 3: Run the Activity and Gather Evidence 26
1.6.4 Phase 4: Evaluation, Promotion and Sharing 27
1.7 Book Structure 27
1.8 Conclusion 29
References 30
2 Creating a Successful Implementation of PebblePad: The University Context 33
2.1 Introduction 33
2.1.1 Framework for the Project 35
2.2 Literature Review 35
2.3 Methodology 36
2.4 Results 37
2.4.1 Logins Per Month 38
2.4.2 Assessment Submissions 39
2.4.3 Asset Usage 39
2.4.4 Staff Training Sessions 41
2.4.5 Academic Survey Results 42
2.4.6 Student Feedback 43
2.4.7 Student Ways of Using PebblePad 44
2.5 Discussion and Implications for Academics 47
2.6 Conclusion 48
References 48
3 What Is the Purpose? Using Blended Learning Designs to Purposefully Focus on Student Engagement, Support and Learning 51
3.1 Introduction 52
3.2 Background 52
3.3 Why Blended Learning Design? 54
3.3.1 Blended Learning as a Design Approach 54
3.3.2 The Use of Learning Designs 54
3.4 Learning Design in the Griffith Sciences Blended Learning Model 55
3.5 The Learning Design Process Used in Griffith Sciences Blended Learning Model 56
3.5.1 Features of a Blended Learning Design 57
3.6 Case Studies 58
3.6.1 Case Study 1: Developing an Authentic Engineering Design Project 59
3.6.2 Case Study 2—Developing a Simulated Reflective Activity in a Flight Control Course (Aviation) 65
3.6.3 Benefits for Academics and Course Redesign 69
3.7 Conclusion 71
References 72
4 On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teaching Discussion, Design and Practice 75
4.1 Introduction 76
4.2 Background 76
4.3 Literature Review 77
4.4 Methodology 78
4.5 Results 80
4.5.1 Key Features of the Community of Practice 81
4.6 Discussion 87
4.7 Conclusion 89
References 90
5 Stimulating Curiosity in STEM Higher Education: Connecting Practices and Purposes Through ePortfolios 92
5.1 Why Change Learning and Teaching Practices in STEM Higher Education? 92
5.1.1 Education Reform and Culture Change 93
5.2 What Insights Does Research Hold for STEM Learning and Teaching? 95
5.2.1 Challenges for Learning and Teaching in STEM Disciplines 96
5.2.2 A Professional Practice Approach for STEM Academics 98
5.2.3 Learning Technologies to Support Professional Practice 99
5.2.4 ePortfolio Pedagogy for Professional Practice 101
5.3 What Design Principles Are Needed for Professional Practice ePortfolios? 102
5.4 Where to from Here for Learning and Teaching in STEM Higher Education? 106
5.4.1 Removing Barriers and Enabling Change 106
5.5 Conclusion 107
Appendix 1 107
References 111
6 Creating Order from (Potential) Chaos: Embedding Employability with the Griffith Sciences PLUS Program 114
6.1 Introduction 115
6.1.1 Employability in Higher Education 115
6.1.2 Employability in STEM 115
6.1.3 Barriers for Developing Student/Graduate Employability 116
6.1.4 Griffith Sciences PLUS 116
6.2 Defining Employability 117
6.2.1 Employability-Based Learning for Non-experts 118
6.2.2 Creating Equitable Opportunities 119
6.2.3 Limitations of Bolt-On Programs 120
6.3 Why Embedding Employability Is Essential 121
6.4 Curriculum-Based Employability Strategies 121
6.5 PLUS Overview 122
6.5.1 PLUS Online (PebblePad) 123
6.6 PLUS Structure—Maximising the PebblePad Advantage 124
6.6.1 Creating Order from (Potential) Chaos 124
6.6.2 Introductory Modules 125
6.6.3 Why ‘Intro to Reflection?’ 126
6.6.4 Why ‘Intro to ePortfolio’? 127
6.6.5 Why an Activity Log? 127
6.6.6 Hidden Hints 129
6.7 Adapting PLUS Modules for Assessment 129
6.8 Impact of the PLUS Program 130
6.9 Conclusion 131
References 132
7 Embedding Employability into an Information Technology Curriculum Using PebblePad: A Practice Report 135
7.1 Introduction 135
7.2 Rationale for Approach 136
7.2.1 Efficacy of Using Templates 136
7.2.2 Clear Goals Lead to Engagement 137
7.2.3 Creating Motivation for Goal Fulfilment 138
7.2.4 Goal-Setting and Core Belief 138
7.2.5 Career Management and Employability 139
7.2.6 Career Management and the Future of Work 140
7.2.7 Career Management and Navigating Future Success 141
7.3 Embedding Employability for Retention 141
7.3.1 Tomorrow’s Jobs 142
7.3.2 Virtual Habitat Designer 143
7.3.3 Ethical Technology Advocate 143
7.3.4 Digital Cultural Commentator 144
7.3.5 Freelance Biohacker 144
7.3.6 Internet of Things Data Creative 144
7.4 Employability Capabilities for the Future 145
7.4.1 Multidisciplinary Approach 145
7.4.2 Stay Up-to-Date with the Latest Technology 145
7.4.3 Prototyping Mentality 145
7.4.4 Openness to Change 146
7.4.5 Ethical Outlook 146
7.4.6 Resilience 146
7.5 PebblePad Workflow 147
7.6 Career Action Plan Instructions 147
7.7 Student Feedback 148
7.8 Conclusion 150
References 150
8 Peer Assisted Study Sessions (PASS): Recognizing Employability Through PebblePad 153
8.1 Introduction 154
8.2 Benefits of PASS 154
8.3 Benefits for Leaders 155
8.4 Developing Employability 156
8.5 PASS Program in Griffith Sciences 158
8.6 How Working as a PASS Leader Can Bridge the Skills Gap 159
8.7 Conclusion 161
References 162
9 Embedding Employability: A Case Study Using ePortfolios in Studio Learning and Teaching 164
9.1 Introduction 164
9.2 Embedding Employability: The University Context 166
9.3 Embedding Employability: Professional Requirements 166
9.4 ePortfolios as a Learning and Teaching Tool 167
9.4.1 The Studio: A Place and Pedagogy Focused on Employability 168
9.5 Embedding Employability: The Studio Case Study 170
9.5.1 What Did We Learn? 174
9.6 Conclusion 176
References 176
10 ePortfolios: Integrating Learning, Creating Connections and Authentic Assessments 179
10.1 Introduction 180
10.1.1 Learning Portfolios and Reflective Thinking 180
10.1.2 ePortfolios: Benefits, and Challenges 181
10.1.3 Practical Considerations and Challenges to ePortfolio Implementation 183
10.2 Designing ePortfolio Learning and Assessment Activities: Rethinking and Redesigning Curriculum 184
10.2.1 Considerations of Curriculum and Planning Design 184
10.2.2 Considerations of the Use of Assessment in ePortfolios 187
10.3 A Case Example 188
10.4 Conclusion 195
References 198
11 Implementing PebblePad into Forensic Chemistry—A Whole of Program Approach 201
11.1 Introduction 201
11.1.1 Forensic Chemistry Programs at Griffith University 202
11.1.2 Students’ Journey Through the Forensic Science (Chemistry Major) Programs 203
11.2 Development of Reflective Tools 204
11.2.1 Chemistry 1A (Not Specific to Forensic Chemistry Programs) 205
11.2.2 Principles of Forensic Investigation 209
11.2.3 Forensic Evidence and the Expert Witness 211
11.3 Results 212
11.4 Implementation: Pros, Cons and Lessons Learned 215
11.5 Future Directions 216
11.6 Conclusion 217
References 217
12 Challenges of Student Equity and Engagement in a HyFlex Course 220
12.1 Introduction 220
12.2 Background 221
12.3 Methodology 224
12.3.1 Equity 225
12.3.2 Engagement 228
12.4 Evaluation 232
12.4.1 Equity 232
12.4.2 Engagement 234
12.4.3 Summary and Limitations 236
12.5 Conclusion 237
References 238
13 Engaging with STEM Students: Successes and Challenges in Course Design 242
13.1 Introduction 243
13.2 Background 243
13.2.1 Prior Work—A Redesign Project for an Existing Course 244
13.2.2 Outcomes from the Project Management Redevelopment Project 245
13.2.3 The Challenge: Transitioning from Project Management to HCI 246
13.3 Approach 247
13.4 Results: Blended Learning—Human Computer Interaction (HCI) 248
13.4.1 Course Structure 248
13.4.2 Scaffolding Student Learning 248
13.4.3 Templates 250
13.4.4 Hints and Supporting Documents 250
13.4.5 Learning with Others 251
13.4.6 Cognitive Load 252
13.4.7 Employability 253
13.4.8 Authentic Tasks 253
13.4.9 Evaluation 254
13.5 Discussion 255
13.6 Looking Forward 257
References 257
14 Rethinking Flight Education: Student Use of Reflection and Video Creation to Enhance Learning 260
14.1 Introduction 260
14.2 Literature Review 261
14.2.1 ePortfolios for Student Learning 262
14.2.2 ePortfolios for Reflection 262
14.2.3 Using Student Created Video to Promote Reflection 263
14.3 Methodology 264
14.3.1 The Computer Laboratory Set-Up 265
14.3.2 Circuit Task Video Recording Assignment 266
14.4 Results 267
14.4.1 Background 269
14.4.2 Student Video Uploads 269
14.5 Discussion 271
14.6 Limitations of the Study 272
14.7 Conclusion 272
Appendix 1 272
References 273
15 Supporting the M in STEM Using Online Maths Support Modules 276
15.1 Introduction 277
15.1.1 Background 277
15.1.2 Literature Review 278
15.2 Design and Development of the Maths Skills Site (MSS) 281
15.2.1 The Maths Skills Site Defined 281
15.2.2 Design and Development of MSS 282
15.2.3 Usage of the MSS: Methodology 283
15.3 Case One: MSS in First-Year Chemistry 284
15.3.1 Chemistry Course Context 284
15.3.2 Chemistry Student Backgrounds 284
15.3.3 Student Perceptions 285
15.3.4 MSS Usage Patterns of Chemistry Students 286
15.3.5 Student Engagement with the MSS 287
15.3.6 Impact of the MSS on Chemistry Student Academic Outcomes 288
15.4 Case Two: MSS in First-Year Biochemistry 289
15.4.1 Biochemistry Course Context 289
15.4.2 Biochemistry Student Backgrounds 289
15.4.3 MSS Usage Patterns and Student Engagement 290
15.4.4 Impact of the MSS on Biochemistry Student Academic Outcomes 291
15.5 Challenges and Future Directions 291
15.6 Conclusions 293
References 294
16 The Use of PebblePad ePortfolio as a Tool for Teaching First-Year Engineering Design Practice 299
16.1 Introduction 300
16.2 Literature Review 301
16.3 The Course: Engineering Design Practice 302
16.3.1 Course Learning Outcomes 302
16.3.2 The Project: EWB Challenge 302
16.3.3 Course Assessment 303
16.3.4 The Scoping Document 305
16.3.5 PebblePad Workbook: Employability Workbook 307
16.3.6 The Design Portfolio 308
16.4 Methodology 310
16.4.1 Online Survey 310
16.4.2 Data Analysis 311
16.5 Results and Discussion 312
16.5.1 Which ePortfolio Workbook Was Most and Least Helpful for Student Learning? 312
16.5.2 Correlation Between Student Achievement and PebblePad Use 313
16.5.3 The Scoping Document 314
16.5.4 The Employability Workbook 315
16.5.5 The Design Portfolio 316
16.5.6 Using the PebblePad Platform 316
16.6 Limitations 317
16.7 Conclusion 318
References 318
17 Use of PebblePad to Develop Scaffolded Critical Reflection in Scientific Practice 321
17.1 Introduction 322
17.1.1 Experiential Learning 322
17.1.2 Undergraduate Research Experiences 323
17.1.3 Blended Learning Within UREs 323
17.2 Bachelor of Science Advanced (Honours) Program Context 325
17.3 Project Design 326
17.3.1 Design Rationale 326
17.3.2 Activities and Assessment Design 327
17.3.3 Blended Learning Design 328
17.3.4 Core Themes of the Blended Learning Design 332
17.3.5 Benefits of the Design Methodology 337
17.4 Implementation of the Design 338
17.4.1 Student Completion of the BL Activities 339
17.4.2 Alignment to Best Practice Approach 340
17.4.3 Design Process 340
17.4.4 Pedagogical Strategies 341
17.4.5 Student Readiness 342
17.4.6 Classroom and Online Technology Utilisation 342
17.4.7 Assessment Strategies 343
17.4.8 Course Implementation 343
17.5 Recommendations and Future Research Directions 344
17.6 Conclusion 344
References 345
18 Designing Rich, Evidence-Based Learning Experiences in STEM Higher Education 348
18.1 Introduction 349
18.2 Design-Based Research 349
18.2.1 Phases in Design-Based Research 350
18.2.2 Why Are Design Principles in STEM and Blended Learning Necessary? 350
18.2.3 Design Principles 351
18.2.4 Design Principles and PebblePad 352
18.3 Who Are Involved in the Griffith Sciences Blended Learning Model? 353
18.4 Findings from the Blended Learning in STEM Higher Education—Griffith Sciences Blended Learning Model 353
18.4.1 Design Principle 1: Quality Blended Learning in STEM Starts with a Coordinated and Ongoing Series of Informal Professional Learning, Support and Dissemination Strategies 355
18.4.2 Design Principle 2: Use Purposefully Designed Resources and Faded Scaffolding to Manage Students’ Cognitive Load 358
18.4.3 Design Principle 3: An Ongoing “Weekly” Laboratory Workbook or Learning Journal Has Potential for Engaging Students with the Scientific Process and Helping Them to Think like an Expert in Their Respective Discipline (i.e. to Think like a Scientist, Engineer or Technologist) 360
18.4.4 Design Principle 4: Develop Content Knowledge Via Practising and Reflecting on Real or Simulated Activities (i.e. Laboratories, Field Experiences, WIL, Simulations) 361
18.4.5 Design Principle 5: Embed Explicit Opportunities for Students to Develop, Understand and Articulate Their Employability Skills 362
18.4.6 Design Principle 6: Embed Opportunities for Ongoing Feedback and Feedforward to Scaffold Expert Thinking 364
18.4.7 Design Principle 7: The Hyflex Mode Has Potential for Developing Flexible STEM Environments (Particularly Ones with Both Face-to-Face and Fully Online Students 365
18.4.8 Design Principle 8: Focus on Program-Wide Learning, Teaching and Assessment 366
18.4.9 Design Principle 9: Build Activities that Allow Students to Learn with, and from Others 367
18.5 Conclusion 368
References 369