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dc.contributor.authorLevy, R.
dc.contributor.authorDickerson, Claire
dc.contributor.authorTeague, J.
dc.date.accessioned2011-04-14T14:22:02Z
dc.date.available2011-04-14T14:22:02Z
dc.date.issued2011
dc.identifier.citationLevy , R , Dickerson , C & Teague , J 2011 , ' Developing blended learning resources and strategies to support academic reading : a student-centred approach ' , Journal of Further and Higher Education , vol. 35 , no. 1 , pp. 89-106 . https://doi.org/10.1080/0309877X.2010.540317
dc.identifier.issn0309-877X
dc.identifier.otherPURE: 108046
dc.identifier.otherPURE UUID: d8fdb7d9-1a2c-403f-969f-763c20d534d6
dc.identifier.otherdspace: 2299/5647
dc.identifier.otherScopus: 79951824186
dc.identifier.urihttp://hdl.handle.net/2299/5647
dc.descriptionOriginal article can be found at : http://www.informaworld.com/ Copyright Taylor & Francis
dc.description.abstractThis article focuses on a blended learning curriculum development project, in which a student was prospectively engaged with teacher educators in developing resources designed to increase support for academic reading. Curriculum development took place at the University of Hertfordshire School of Education through the Change Academy for Blended Learning Enhancement (CABLE) project, which was developed through participation in the UK Higher Education Academy and Joint Information Systems Committee Pathfinder programme. Senior colleagues in the School and members of the University of Hertfordshire Blended Learning Unit, a Centre for Excellence in Teaching and Learning, provided strategic and operational support. The project evaluation framework was based on RUFDATA (reasons and purposes; uses; focus; data and evidence; audience; timing; and agency). The need for support for academic reading had been demonstrated through programme evaluation and review. Gaps in provision were identified following a survey to define the scope of Master's-level reading and an audit of available resources. Resources and activities for accessing, interacting with and sharing reading materials were developed by teacher educators in consultation with the student (education practitioner) team member and a university information consultant. In addition to the student contribution throughout the project, other participants on the Continuing Professional Development (CPD) programme module contributed to evaluating the resources developed to support their reading. This project provides an example of a learner-centred approach to programme development. Students' views were valued as part of the design process through identifying learning needs and then developing and trialling resources to support academic reading, and as part of the ongoing development and evaluation.en
dc.format.extent17
dc.language.isoeng
dc.relation.ispartofJournal of Further and Higher Education
dc.rightsEmbargoed
dc.subjectacademic reading
dc.subjectblended learning
dc.subjectCABLE project
dc.subjectcurriculum development
dc.subjectevaluation
dc.subjectlearner-centred
dc.subjectstudent-centred
dc.subjectwork-based learning
dc.titleDeveloping blended learning resources and strategies to support academic reading : a student-centred approachen
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionSchool of Education
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionEducation
dc.description.statusPeer reviewed
dc.date.embargoedUntil2012-08-01
dc.relation.schoolSchool of Education
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2011
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/0309877X.2010.540317
rioxxterms.licenseref.startdate2012-08-01
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.date.embargo2012-08-01
herts.rights.accesstypeEmbargoed


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