The purpose of these examples is to provide an overview of a range of strategies and teaching approaches and techniques being utilised/implemented across disciplines at UNSW. Blended learning joins the best features of face-to-face teaching with online learning to promote active, self-directed learning and reduce class seat time. We have tried to represent different kinds of practice, with a focus on approaches that are accessible to all. Some examples employ a great deal of online learning, some just a small proportion, what they have in common is the integration of online activities and resources in a predominantly face-to-face context. These examples have been selected based on our understanding that other approaches are employed for the face-to-face activities that complement these online courses. We hope you find these useful and inspiring!
Each example is composed of:
- A description of the course context and teaching approach (linked from the course code), with evidence of course effectiveness.
- A copy of the Moodle course (linked from the course name). UNSW staff can self-enrol to gain a ‘student view’ of the course.
- A short video of the academic and student perspective of the course (in some examples).
Size: Small (~50 PG students)
Hear from Dean and his students (Video: 4:02)
Size: Small (~85 UG students)
Hear from Martin and his students (Video: 3:53)
Size: Large (~1000 UG students)
Mode: Face to face teaching with online activities and resources used to supplement and enhance lectures and tutorial workshops.
Hear from Gigi and her students (Video: 5:06)
Size: Small (~40 UG students)
Mode: Online lecture (text/video content plus online discussion task). Studio class (2hrs face-to-face) Theories covered in lecture are applied during practical exercises in studio class.
Size: Small (~15 PG students)
Mode: Online with optional face to face workshop at the beginning of the course. Each weekly module typically short lectures, weekly readings and relevant resources, forum discussions, formative quizzes and summative written assessments.
Hear from Isabelle and her students (Video: 2:32)
Size: Medium (~300 UG students)
Mode: Blended with 80% face-to-face using Moodle. Each class has been designed to maximise interactive learning, deliberation and reflection. Online and face-to-face elements are seamlessly integrated.
Hear from Justine and her students (Video: 3:04)
Size: Medium (~150 students combined cohort)
Mode: Two-thirds face to face, and one third online. Integrated through tutorial sessions (face to face and online adaptive tutorials; formative assessment, team-based learning activities).
Size: Small (~40 UG students)
Mode: Blended with flipped classroom online preparation (readings, videos, quiz). Students develop an applied case study including a large group workshop and a small group tutorial where they get feedback from peers.
Hear from Lindy (Video: 22:16)
Size: Small (~60 UG students)
Mode: A 'flipped' mode where students prepare for intensive activity-based classes and quizzes by watching videos. In class, students work in teams to respond to design challenges related to the topics covered in the videos, and present their collaborative results in the end.
Hear from Mariano and his students (Video: 5:29)
Size: Small (~65 UG students)
Mode: Predominantly face to face with an online assessment task that requires the students to redraw a body part at least 15 times over the semester. The final iteration that is the combination of
Hear from Peter (Video: 19:20)
Engineering Design and Innovation
Mode: 20% of assessment from online activities, 20% face to face lectures. Remainder is group based progressive assessment resulting in submission of a design project.
Size: Small (~70 PG & UG students)Mode: 70% f2f and 30% online. Content presented in multiple modes, with some student-generated content. Formative and summative assessment where students can select between different assessment tasks
Hear from Raffaela and her students (Video: 5:21)