The blended learning journey of the University of Glamorgan

Norah Jones; Esyin Chew; Haydn Blackey

doi:10.1007/978-3-642-22763-9_15

The blended learning journey of the University of Glamorgan

Norah Jones^*
, Esyin Chew
, Haydn Blackey

^*Awdur cyfatebol y gwaith hwn

Allbwn ymchwil: Pennod mewn Llyfr/Adroddiad/Trafodion Cynhadledd › Cyfraniad mewn cynhadledd › adolygiad gan gymheiriaid

3 Dyfyniadau (Scopus)

Crynodeb

This paper provides a case study of an institutional journey of enhancing learning and teaching with technology as a catalyst of change. The paper considers one such set of institutional efforts to generate change - at many levels, including pedagogic change - through technology. Such institutional activities have enhanced learning and teaching experiences this is supported by both internal and external evidence. The summary of the journey are drawn from the institutional efforts: (1) Challenge: enhancement than embedding; (2) Celebrate the focus: Pedagogy than technology; (3) Change: student experience-driven change.

Iaith wreiddiol	Saesneg
Teitl	Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings
Tudalennau	157-166
Nifer y tudalennau	10
Dynodwyr Gwrthrych Digidol (DOIs)	https://doi.org/10.1007/978-3-642-22763-9_15
Statws	Cyhoeddwyd - 2011
Cyhoeddwyd yn allanol	Ie
Digwyddiad	4th International Conference on Hybrid Learning, ICHL 2011 - Hong Kong, Tsieina Hyd: 10 Awst 2011 → 12 Awst 2011

Cyfres gyhoeddiadau

Enw	Lecture Notes in Computer Science
Cyfrol	6837
ISSN (Argraffiad)	0302-9743
ISSN (Electronig)	1611-3349

Cynhadledd

Cynhadledd	4th International Conference on Hybrid Learning, ICHL 2011
Gwlad/Tiriogaeth	Tsieina
Dinas	Hong Kong
Cyfnod	10/08/11 → 12/08/11

Mynediad at Ddogfen

10.1007/978-3-642-22763-9_15

Ffeiliau eraill a chysylltiadau

Dolen i’r cyhoeddiad yn Scopus

Dyfynnu hyn

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title = "The blended learning journey of the University of Glamorgan",

abstract = "This paper provides a case study of an institutional journey of enhancing learning and teaching with technology as a catalyst of change. The paper considers one such set of institutional efforts to generate change - at many levels, including pedagogic change - through technology. Such institutional activities have enhanced learning and teaching experiences this is supported by both internal and external evidence. The summary of the journey are drawn from the institutional efforts: (1) Challenge: enhancement than embedding; (2) Celebrate the focus: Pedagogy than technology; (3) Change: student experience-driven change.",

keywords = "Blended Learning, Institutional Framework, Technology Enhanced Learning",

author = "Norah Jones and Esyin Chew and Haydn Blackey",

year = "2011",

doi = "10.1007/978-3-642-22763-9\_15",

language = "English",

isbn = "9783642227622",

series = "Lecture Notes in Computer Science",

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AU - Chew, Esyin

AU - Blackey, Haydn

PY - 2011

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N2 - This paper provides a case study of an institutional journey of enhancing learning and teaching with technology as a catalyst of change. The paper considers one such set of institutional efforts to generate change - at many levels, including pedagogic change - through technology. Such institutional activities have enhanced learning and teaching experiences this is supported by both internal and external evidence. The summary of the journey are drawn from the institutional efforts: (1) Challenge: enhancement than embedding; (2) Celebrate the focus: Pedagogy than technology; (3) Change: student experience-driven change.

AB - This paper provides a case study of an institutional journey of enhancing learning and teaching with technology as a catalyst of change. The paper considers one such set of institutional efforts to generate change - at many levels, including pedagogic change - through technology. Such institutional activities have enhanced learning and teaching experiences this is supported by both internal and external evidence. The summary of the journey are drawn from the institutional efforts: (1) Challenge: enhancement than embedding; (2) Celebrate the focus: Pedagogy than technology; (3) Change: student experience-driven change.

KW - Blended Learning

KW - Institutional Framework

KW - Technology Enhanced Learning

UR - https://www.scopus.com/pages/publications/80051575611

U2 - 10.1007/978-3-642-22763-9_15

DO - 10.1007/978-3-642-22763-9_15

M3 - Conference contribution

AN - SCOPUS:80051575611

SN - 9783642227622

T3 - Lecture Notes in Computer Science

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BT - Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings

T2 - 4th International Conference on Hybrid Learning, ICHL 2011

Y2 - 10 August 2011 through 12 August 2011

ER -