This post was contributed by Christopher Allan (L&T Consultant (Design), Griffith Sciences), Dr Chris Campbell (Lecturer (Learning Innovation), Learning Futures) and Dr Julie Crough (L&T Consultant (Curriculum), Griffith Sciences).

We are excited to present our new book on Blended Learning Designs in STEM Higher Education: Putting Learning First.

Finding and sustaining quality learning and teaching practice in STEM can be difficult, particularly when it involves a new technology. Finding examples within STEM to support sustained growth can be almost impossible. In 2017, Griffith University implemented a university-wide adoption of PebblePad. To facilitate this implementation, Griffith Sciences instituted a blended learning fund to find and support initiatives utilising PebblePad and other technologies. This book showcases many of these initiatives.

The Blended Learning Designs in STEM Higher Education book provides a professional learning framework that can be used to implement blended learning technologies such as PebblePad, in Higher Education in an authentic way. It offers a set of learning principles to inform the design of learning in Science, Technology, Engineering and Mathematics (STEM). These principles, coupled with a range of PebblePad initiatives and case studies across STEM disciplines, provide a rich suite of resources to support educators to adopt or adapt them to their own context.

We think the book is unique in that it provides a snapshot of one university (Griffith University) and one implementation of a new technology (PebblePad) within a STEM context. It documents the “grass roots” initiatives of Griffith University’s STEM practitioners and the blended learning designs that have organically grown throughout this process.

For more information on the model used and some examples of the practice, see this link.