At UC we have adopted the term ‘blended learning’ as the principal means of addressing the use of technologies to enhance learning and teaching activities. The following definition is used to inform policy and practice in relation to blended learning:

A strategic and considered approach to teaching and learning that effectively integrates different models of teaching and styles of learning whereby both face-to-face and online learning are each made better by the presence of the other. (Carter 2009)

This definition encompasses many of the pedagogical approaches and practices already in place at UC and provides a mandate for supporting academic staff as they seek to achieve best practice in the integration of technologies in the curriculum.

Blended Learning and the 'Winter Term'

The Winter semester requires teachers to reconfigure courses for delivery in a shorter time. A range of options exist for how courses should be arranged, and the time available (7 weeks) is such as not to force thinking about course design in any particular single direction (e.g. highly intensive, fully-online, etc). A blended mode of delivery that allows time for quality face-to-face elements and good use of technology-based elements, within a pedagogical framework that builds communities of learning, may be appropriate during this period.

The Teaching and Learning Centre, in response to the report on 'Review of Online and Blended Learning', have prepared this website as a reference for the upcoming Blended Learning initiatives.