The objective of this paper is to analyse how the development of a blended learning community can be brought together using the experience of all involved. The first part of the paper draws out ideas from literature on this subject and then moves on to consider ways in which targeted support can be built into develop the community further. It is a reasonable assumption that there are stages a faculty/university goes through in moving to transform the curriculum, to one in which technology actively enhances the student learning experience. The process also subtly changes the roles and relationships between academic and support staff to form a community that is informed by and integrates the practice of others. This can be developed through small groups that run teaching projects, to larger projects, and onto the development of research clusters and a post-graduate course for staff development in that area. Part of the process is to ensure that the members of the learning technology unit, library and other parts of learning support, become part of this community, with academics, so that the concept of blended learning or enhanced technology learning can be realised as a key strategic tool.
|Publication status||Published - 1 Jun 2010|