The Iterative Blend: A Pragmatic Approach to Realizing Institutional Aspiration
Concurrent Session 1
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Brief Abstract
This session describes how pockets of faculty-led pedagogical experimentations were instrumental to the successful scaling of remote teaching and blended learning across the institution. Discover faculty development strategies for iterative and agile implementation to realize evidence-informed practices despite the absence of a unified definition of blended learning at the beginning.
Presenters
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Extended Abstract
Situated learning and meaningful academic socialization are key factors to facilitate instructional change. Pivoted by the pandemic, faculty-led pedagogical innovation, specifically, the infusion of synchronous and asynchronous learning within the primarily face-to-face curriculum served as a timely enabler during the switch to emergency remote teaching. Although there was no agreed institutional understanding of blended learning, the collective reflections from a handful of faculty champions and academic developers fostered a culture of iterative instructional practices to facilitate the transition towards a blended learning approach anchored on the community inquiry framework (Garrison, 2002) and Salmon’s (2013) Five Stage Model.
In this session, I will delineate the agile methodology undertaken by the academic development team to lower implementation barriers and facilitate mindset shifts to establish blended learning at scale. Session attendees can expect an interactive session (with Mentimeter and Miro) with opportunities to contextualise the learning in their institution.