Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.
{"title":"Mentoring as complementary support for learner engagement","authors":"L. Jonnavithula, John Y. H. Bai","doi":"10.14742/apubs.2023.668","DOIUrl":"https://doi.org/10.14742/apubs.2023.668","url":null,"abstract":"Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.
{"title":"Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore","authors":"Emilia Idris, Doris Choy, Bee Leng Chua","doi":"10.14742/apubs.2023.612","DOIUrl":"https://doi.org/10.14742/apubs.2023.612","url":null,"abstract":"Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.
{"title":"Unpacking Contrary Conceptions of Digital Literacy Across a Higher Education Landscape","authors":"K. Sim, Joanne Orlando, Michael Cowling","doi":"10.14742/apubs.2023.517","DOIUrl":"https://doi.org/10.14742/apubs.2023.517","url":null,"abstract":"The higher education sector is changing, driven by a post-pandemic push to a more digital focused model of delivery. Whilst this change was coming before the pandemic, COVID-19 has put the need for a better understanding of digital approaches in stark relief, as individuals could no longer meet face-to-face. And yet, our perceptions of digital literacy (competency and skills) remains limited, with literature suggesting that even the use of the term ‘digital literacy’ is diverse. This paper aims to conduct a review that positions these terms more clearly with their associated stakeholders. Using a defined systematic review methodology based on Lateral, this paper identifies a disconnect between stakeholder perceptions, particularly academics and their students, as well as influences felt by the pandemic. Through this work, we aim to lay a foundation for future research in the educational technology domain, understanding these contrary conceptions and how they may be resolved.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139219811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kerry Bond, Michelle Vanderburg, Ritesh Chugh, Katrina Johnston, Margaret Flanders, Roslyn Clapperton, Colleen Ryan
This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.
{"title":"Embracing Reflexivity","authors":"Kerry Bond, Michelle Vanderburg, Ritesh Chugh, Katrina Johnston, Margaret Flanders, Roslyn Clapperton, Colleen Ryan","doi":"10.14742/apubs.2023.591","DOIUrl":"https://doi.org/10.14742/apubs.2023.591","url":null,"abstract":"This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution. The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139220042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.
{"title":"Designing adaptive online support for problem-based learning","authors":"Alison Casey, Enosh Yeboah","doi":"10.14742/apubs.2023.598","DOIUrl":"https://doi.org/10.14742/apubs.2023.598","url":null,"abstract":"This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139221886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection of LD and LA in educational environments.
{"title":"Mapping the connection between Learning Analytics and Learning Design","authors":"Linda Corrin, Nancy Law, Minghui Chen","doi":"10.14742/apubs.2023.480","DOIUrl":"https://doi.org/10.14742/apubs.2023.480","url":null,"abstract":"Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection of LD and LA in educational environments.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.
{"title":"Experiences of learning and teaching in HyFlex spaces","authors":"Dilani Gedera","doi":"10.14742/apubs.2023.608","DOIUrl":"https://doi.org/10.14742/apubs.2023.608","url":null,"abstract":"This report summarises findings from an ethics-approved research and evaluation project, HyFlex Environments for Post-Covid Learning and Teaching. This study adopted a mixed methods approach to investigate students’ and teachers’ experiences using HyFlex spaces for learning and teaching purposes in 2022. Data were collected for one year covering two semesters, three Trimesters and summer school. The data collection methods included an online student survey, class observations, and semi-structured interviews with students and teachers. This report presents what worked and did not work in the HyFlex spaces and suggests various logistical, technological and pedagogical recommendations that can contribute to the success of HyFlex learning and teaching.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper investigates how learning designers are making sense of and adapting to the current challenges and future changes caused or enabled by ongoing advances in genAI and LLMs. A team of learning designers was surveyed to gain insights into how they are currently engaging with genAI and LLMs in their professional practice and in teaching and learning contexts. This paper describes how these learning designers see genAI and LLMs emerging as not only useful tools but as agential actors and collaborators in teaching and learning contexts, and how they see this changing their practice and profession now and potentially into the future.
{"title":"“A Co-Pilot for Learning Design?”","authors":"Adelle Ryall, Stephen Abblitt","doi":"10.14742/apubs.2023.513","DOIUrl":"https://doi.org/10.14742/apubs.2023.513","url":null,"abstract":"Recent rapid developments in generative artificial intelligence (genAI), including large language models (LLMs), have the potential to radically transform higher education—perhaps especially the work of learning designers. This paper investigates how learning designers are making sense of and adapting to the current challenges and future changes caused or enabled by ongoing advances in genAI and LLMs. A team of learning designers was surveyed to gain insights into how they are currently engaging with genAI and LLMs in their professional practice and in teaching and learning contexts. This paper describes how these learning designers see genAI and LLMs emerging as not only useful tools but as agential actors and collaborators in teaching and learning contexts, and how they see this changing their practice and profession now and potentially into the future.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.
{"title":"Promoting teacherpreneurship in creative education through Instagram","authors":"H. Gunasekara, Cheryl Brown, Billy O'Steen","doi":"10.14742/apubs.2023.532","DOIUrl":"https://doi.org/10.14742/apubs.2023.532","url":null,"abstract":"Teacherpreneurs use their high risk-taking entrepreneurial leadership skills to create an innovative classroom using modern technologies. Given the changing learning patterns of modern-day students, and the influence of social media in highlighting their creative achievements, Being a popular social media platform, Instagram has the potential to play a valuable role in teaching and learning, particularly in the field of creative education. The objective of this paper is to explore the role of Instagram in promoting teacherpreneurship in tertiary level creative education. Using a digital ethnography approach, Sri Lankan teacherpreneurs’ practices were explored. Higher education plays a critical role in Sri Lankan economic development and has demonstrated it’s potential to develop creative industries. A purposive sample of twelve participants were observed and interviewed over a period of two months. Qualitative content analysis was used to understand this rich visual and textual data. It was revealed that Instagram promotes teacherpreneurship by facilitating edutainment (education + entertainment) via a flipped classroom pedagogy, breaking away from hierarchical structures and snail pace policy changes, fostering innovation, diversifying professional pathways and careers and seamless connections in and out of cyberspace.","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. In
{"title":"Collaborative pathways","authors":"Donna Cleveland, Sasha Stubbs","doi":"10.14742/apubs.2023.632","DOIUrl":"https://doi.org/10.14742/apubs.2023.632","url":null,"abstract":"This extended abstract delineates a collaborative endeavor between the School of Communication & Design and the Learning Design team at RMIT Vietnam. The project’s core objective was to uplift and reimagine blended learning approaches across selected courses. In line with the growing body of research endorsing the role of academic-designer partnerships in fostering technology-enhanced learning (Ellis et al., 2016; Nihuka & Voogt, 2012; Huber & Jacka, 2022; McDonald & Mayes, 2005), this initiative thrived on the close collaboration between academics and learning designers. What sets our approach apart is the non-homogenized implementation of blended learning changes. Instead of uniformly transitioning courses from face-to-face to a blended format, changes were specifically tailored based on the needs and learning outcomes of each course. This bespoke approach, combined with our multifaceted support framework and adaptive project management strategies, ensured that the course design was both effective and reflective of individual course characteristics. The multifaceted support framework leveraged initial design workshops to establish core principles and a shared vision, codesign of initial proof of concept course modules, design templates, a central site providing blended learning exemplars and pedagogical resources and ongoing consultations. Embedded throughout these were foundational frameworks for online and blended learning including Backward Design and Community of Inquiry (Wiggins & McTighe, 2005, Garrison et al., 2001). New tools to support active, social, asynchronous learning were also integrated into the LMS. Adaptive project management strategies addressed challenges as they arose. The transformed courses showcase innovative blended learning approaches personalized to disciplinary contexts, leading to positive measurable impacts. Academics reported feeling empowered by new skills gained through the collaboration and this positive reception extended the reach of the program, providing a catalyst for academics not directly involved to implement the approaches and tools used in the program in their own course design. Despite its success, the initiative was not devoid of challenges. Different priorities necessitated compromise, and academics required additional support to adapt to new the new technologies and pedagogical strategies. The project’s collaborative nature proved instrumental in surmounting these hurdles, enabling learning designers to progressively build academic involvement whilst addressing issues central to blended learning implementation in a Vietnamese context such as lack of familiarity and experience with blended learning (Le et al., 2021). The outcomes of this collaboration underscore the value of leveraging complementary expertise of academics and designers. Beyond elevating technology-enhanced learning, the project fostered mutual understanding, leading to wider impacts than initially anticipated. In","PeriodicalId":236417,"journal":{"name":"ASCILITE Publications","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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