Failure is the mother of innovation – the key is to be supported so that you want to keep getting back up again. From a distinct multi-disciplinary academic pedagogical community, ideas and experiments sprang for blended learning methods with the key aim to benefit the students. Some ideas flourished, some floundered but all had merit and reasons why they did or did not succeed. This session will consist of two parts: A presentation will showcase some of our successes and failures in applying blended learning methodology from a range of disciplines and angles, as well as share our lived experiences of the emerged challenges. From such varied disciplines as nursing, psychology and chemistry we will share which aspects worked, which did not and what we would do differently to improve the results. The challenge for nursing focused upon incentivizing student engagement and collaboration through combining internal and distance cohorts in a series of collaborative learning tasks incorporating formative feedback and fostering a geographical dispersed community of learners. The challenge for chemistry has been the reliance on in-lab instrumentation for the performance of experiments with steps undertaken to replicate the immersive learning experience of on-campus students for those studying by distance online. The challenge for psychology was to create a transformative experience around interpersonal processes and to foster individual responsibility for learning amongst a first-year cohort through allowing local and distance students to self-manage interactions. In the second part, participants will then work in an interactive document to collaboratively answer a series of questions related to the issues that academics face in pursuing innovative teaching methodology. The goal of the collaborative ideation session is to identify real challenges and begin to tackle these in conversations throughout the conference. By sharing hits, misses and challenges in a supportive setting, participants will engage with each other in an informed collegial manner, thus mimicking the supportive nature of the iScholar group of which the presenters are representing.

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Incentivizing student engagement
and collaboration

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How it worked

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse
Introductory
Chemistry students
– external mode
To provide a learning experience
similar to that of an internal
student in the lab.

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse
Introduction +
Procedure
Followed by
Written submission of the results
and observation

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse
Restructured LAB
• Preparation before starting the experiment
• Conducting the experiment
• And more ….

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse
Restructured LAB
• Glassware & Equipment

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse

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Virtual Chemistry Lab - Vinuthaa Murthy & Pat Josse
Thank you

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Challenge
to create a transformative
experience & journey of
discovery around
interpersonal processes
1st year Sem1
~ 60% externals

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Pedagogy: Transformative learning
Process:
1. discovering value of working together – WIIFM
2. exploring classical studies
3. reflecting & applying studies
to own lives
4. experiencing interpersonal
processes – team work
Flipping classroom:
- V: read
- A: video

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Before lecture

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Internal lecture/tutorial

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Externals
created collaborate groups
different week days, weekend
& times
interactive Padlet white board
sharing white boards
selecting the best white board
no assessment or credit attached

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Worked tremendously well
with internals
engaged in tasks & team work
many AHA moments
experienced, applied,
discovered, reflected & learned

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Internals
some students didn’t read &/or watch the studies
Externals
setting up the collaborate sessions lot
of work
only some externals did team work
no extrinsic motivator = no assessment
or credits
too many choices
asynchronic learning