Authors:
Su White
;
Hugh Davis
;
Kate Dickens
and
Sarah Fielding
Affiliation:
University of Southampton, United Kingdom
Keyword(s):
Institutional Initiative, Design Patterns, Disciplinary Differences, TEL, E-Learning, PLEs, Co-Design, Participatory Design.
Related
Ontology
Subjects/Areas/Topics:
Authoring Tools and Content Development
;
Blended Learning
;
Computer-Supported Education
;
Educating the Educators
;
e-Learning
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
;
Web-Based Learning, Wikis and Blogs
Abstract:
Institutional pressures to make optimal use of space can be powerful drivers to develop technology
enhanced learning approaches to traditional curricula. Engaging students in active learning and reducing the
academic workload are important and complementary drivers. This paper presents a case study of
curriculum development in a STEM area at a research-intensive UK university. A team of academics and
learning designers have worked collaboratively to build this module as a mix of online and face-to-face
activities. The module addresses professional issues, so a strong emphasis is being placed on establishing
authentic activities and realistic use of social tools. It is important to the university to carefully document
the development process and identify reusable design patterns that can be explained to other academics.