University of Canterbury
Thursday 4 October 2018
Concurrent Session 2A
Bricks To Clicks
Bricks to Clicks: Using Learning Management System Data to Identify the Adoption and Evolutionary Trajectory of Blended Learning at a New Zealand University
Blended learning is learning and teaching that combines the strengths of both online and face-to-face learning (Garrison & Kanuka, 2004).
Blended learning has been identified as one mechanism which tertiary organisations can utilise to support student engagement, retention and success (Smythe, 2012; Garrison & Vaughan, 2013).
Owston (2013, p.2) identifies that ‘central data collection procedures to monitor success and inform policy on faculty development and support’ are required for the sustainable and scalable implementation of blended learning however due to the ad hoc, bottom up implementation of blended learning many tertiary organizations do not have insight into the extent of adoption of blended learning or the evolutionary trajectory of blended learning.
Learning Management Systems (LMS) provide the opportunity to gather data that can provide an institutional view of the extent of adoption and the evolutionary trajectory of blended learning (Oliveira, Cunha, de Almeida, & Nakayama, 2015).
This presentation reports on my practice as the team leader of the e-Learning Support Team at the University of Canterbury in guiding the creation of LMS data reporting tools and the collection, analysis and reporting of this data as a means of identifying the extent of the adoption blended learning and the evolution of blended learning practices.
In this work I investigate how LMS data is used at the University of Canterbury to provide insight into the adoption and evolution of blended learning and how this information could be used by organisational managers and leaders to contribute to the alignment of support services, infrastructure, resource allocation and policy with the institutions strategic and operational plans and thus contribute to enabling student engagement, retention and success.
The practice being reported includes:
Nick has been working in ICT teacher professional development since 2004. Currently Nick manages the e-Learning Support Team at the University of Canterbury. Prior to this Nick worked as a Flexible Learning Advisor at the University of Canterbury, as an Academic Staff Developer/e-Learning Designer at Ara Insititute of Technology, a Instructional Designer & National Facilitator for Core Education and as an ICT teacher at the Christchurch South Learning Centre where his worked involved supporting South Christchurch ICT teacher professional development clusters . Prior to this Nick worked as a secondary science teacher. Nick has a Masters of Education and a Postgraduate Diploma in e-Learning and digital technologies in education. Nicks masters thesis investigated the creation of born digital learning objects designed to guide and amplify the cognitive processes associated with learning, Nick is an active member of the University of Canterbury’s e-Learning Research Lab. He has a passion for learning and teaching, technology and enabling others.