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dc.contributor.authorOwen, Hazel
dc.contributor.authorDunham, Nicola
dc.date.accessioned2016-03-01T01:08:30Z
dc.date.available2016-03-01T01:08:30Z
dc.date.issued2015-04-15
dc.identifier.issn227-7102
dc.identifier.urihttps://hdl.handle.net/10652/3207
dc.description.abstractE-learning experiences are widely becoming common practice in many schools, tertiary institutions and other organisations. However despite this increased use of technology to enhance learning and the associated investment involved the result does not always equate to more engaged, knowledgeable and skilled learners. We have observed two key prevalences. The first is an ingrained, and often unquestioned, set of beliefs and expectations held by the majority of people who have experienced formal education, and who are involved in the development of eLearning and blended learning experiences. These beliefs tend to impact the overall design of what a blended type of learning experience might consist of. The second prevalence is for educational institutions to embark on large-scale eLearning developments, which by their scale can prove problematic. In part because it is a long time before the school or organisation sees any benefit and there is an up-front cost before any learning value is realised. In this paper we will be discussing our experiences of the implementation of a large-scale blended-learning project at Unitec, a tertiary institution in Aotearoa, New Zealand. Approaches taken to implement the development were iterative and based on a phased rollout, with each subsequent stage being informed by the ones before it. Our discussion draws on personal reflections associated with three different perspectives and a variety of roles during the three initial phases of the change making process. Our overall aim is to share our contextualised experiences, to add to the knowledge base on blended learning, and to provide some general, practical recommendations.en_NZ
dc.language.isoenen_NZ
dc.publisherMDPI (Molecular Diversity Preservation International)en_NZ
dc.relation.urihttp://www.mdpi.com/2227-7102/5/2/85/pdfen_NZ
dc.rightsThis is an open access article distributed under the Creative Commons Attribution License (CC BY) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en_NZ
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 New Zealand*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/nz/*
dc.subjectelearning developmenten_NZ
dc.subjectcollaborative writingen_NZ
dc.subjectiterative approachen_NZ
dc.subjectAotearoa / New Zealanden_NZ
dc.subjectreflective narrativesen_NZ
dc.subjectflipped classroomsen_NZ
dc.subjectblended learningen_NZ
dc.subjecttertiary educationen_NZ
dc.subjectUnitec Institute of Technology (Auckland, N.Z.)en_NZ
dc.titleReflections on the use of iterative, agile and collaborative approaches for blended flipped learning developmenten_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderMDPI (Molecular Diversity Preservation International)en_NZ
dc.identifier.doidoi:10.3390/educsci5020085en_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.identifier.bibliographicCitationOwen, H., & Dunham, N. (2015). Reflections on the use of iterative, agile and collaborative approaches for blended flipped learning development. Education Sciences, 5(2), pp.85-103. doi:10.3390/educsci5020085en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionEthos Consultancy NZ (Auckland)en_NZ
unitec.publication.spage85en_NZ
unitec.publication.lpage103en_NZ
unitec.publication.volume5(2)en_NZ
unitec.publication.titleEducation Sciencesen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms57689en_NZ


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Attribution-NonCommercial-NoDerivs 3.0 New Zealand
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 New Zealand