A good practice resource

The Faculty of Science, Engineering and Built Environment (SEBE)

Deakin University

FutUndBeidl. 2015. Maze Puzzle (Blender) | A Solved

Maze Puzzle Modelled with B | Flickr - Photo Sharing!
Accessed June 9. https://www.flickr.com/photos/61423903@
N06/7369580478/in/ CC BY 2.0 https://creativecommons.
org/licenses/by/2.0/

Good Practice Resource - Deakin University - 2015 - p 1

Blended learning
strategies for laboratory
and prac learning
The following resource is to be used to assist course directors
and teams, lecturers, sessional teachers, STEM and design
educators to improve, refine and enhance students laboratory
and prac learning experiences. Blended Learning is highlighted
throughout the resource as a major curriculum design method
for improving student motivation and the acquisition of
knowledge via a student-centred approach. However, there are
many other learning and teaching frameworks that can be used
such as problem-based learning. Blended learning is just one
option from many possibilities. The following video explains
what blended learning is:

watch
video

INTRODUCTION
Many countries have instigated active programs for curriculum
reform and pedagogy around making science and mathematics
more engaging and practical. For instance, using problem-based
learning and inquiry-based learning with an emphasis on
creative problem solving and thinking. These themes also run
through the best Australian classrooms in STEM (Marginson,
Tytler, Freeman, & Roberts, 2013, 15). Part of any high quality
STEM and design learning experience includes laboratory and
prac learning. To become a world-class laboratory and prac/
design teaching faculty, a blended learning approach to the
transformation and augmentation of content to the cloud is
needed. For one, it also encourages differing learning styles and
cultural and gender equity because a blended learning approach
is about being inclusive such as offering a variety of technologies, learning activities and teaching styles to suit individuals.
In most laboratory and prac/design learning experiences engaging students in learning by doing is important for increasing
student performance (Marginson, Tytler, Freeman, & Roberts,
2013, 23).

Good Practice Resource - Deakin University - 2015 - p 2

DEFINING BLENDED
LEARNING
The term blended learning is not easily defined. However, this
dilemma is a positive one, because as a community of teaching academics we can make our own decisions on a definition
that has practical meaning for us. In other words, a shared
understanding of blended learning for laboratory and prac/
design learning. There are various terms and definitions in the
literature we can draw from to assist in creating such a shared
understanding of what blended learning might mean to us and
our students. Various researchers have designed and tested a
range of blended learning models and frameworks at a university-wide level (Griffith University, 2010; Krause, 2008; Thorne,
2007; Torrisi-Steele, 2011). Torrisi-Steeles (2011) definition
of blended learning focuses on two important concepts: 1)
student-centred instead of teacher-centred and 2) the harmonious integration of Internet Communication Technologies (ICT)
with the face-to-face (f2f) learning experience:
to enrich, student-centered learning experiences made
possible by the harmonious integration of various
strategies, achieved by combining f2f interaction with
ICT (p. 366).
Torrisi-Steele (2011) also recommends three dimensions for
creating an effective blended learning design model. These are:
1. The learning experiences;
2. The strategies;
3. The tools used to implement the strategies (p. 366).
An alternative way to define and understand a blended learning
framework is to use an image (see Figure 1) that illustrates a
model of practice that moves back and forth along a continuum
from conventional face-to-face learning to wholly online (Miller, 2007; Picciano, 2009)
Good Practice Resource - Deakin University - 2015 - p 3

Figure 1 - Broad Conceptualization of Blended Learning

Therefore, effective results in curriculum design rely on a variety of factors such as:
Discipline-specific needs;
Learning and teaching styles for a variety of students;
Social and emotional needs for students;
Equitable access for collaboration between students in
face-to-face and the Cloud.
It is also important to consider setting up a small focus group
before, during and post lab/prac/design classes in order to assist
students from diverse backgrounds, international students, and
students where English is a second language so that they are
provided with support pre-, during and post-learning experience. This can be achieved via an online program for collaboration such as using Skype or informally via a face-to-face
meeting.

Good Practice Resource - Deakin University - 2015 - p 4

The following videos also explain blended learning in terms of

what it means, how it can engage students and different models
that can be used to improve teaching.

watch
video
watch
video

watch
video

WHY A BLENDED
APPROACH?
One main advantage of providing students with a blended
approach to laboratory/prac/design-based learning is the focus
on a variety of assessment types for inclusivity. This approach
can also minimise students ability or need to fudge results. A
blended learning approach to curriculum design for laboratory/
prac learning also enhances students acquaintance with theoretical and experimental procedures, assists with time management skills and equips students to undertake experimental
learning outcomes that are reflective of industry standards
(Chittleborough, Treagust, & Mocerino, 2007; Gregory & Trapani, 2012; Jones & Edwards, 2008; OBrien & Cameron, 2008).

Cropped from: Robson#. 2015. Spiral Maze | Another Toy

That Ive Wanted to Make for a Lon | Flickr - Photo Sharing! Accessed June 10. https://www.flickr.com/photos/_robson_/8730255464/. CC BY 2.0 https://creativecommons.
org/licenses/by/2.0/

The following information may be useful to guide your thinking around ways in which you might start to develop or refine
laboratory/prac learning for students. For instance, constructively aligning the learning outcomes with the laboratory/
prac assessment task/s or incorporating ICT to enhance and
augment students learning pre-, during and post-laboratory/
prac learning experiences and to improve not only student
engagement but knowledge acquisition that is based on an
inclusive and equitable process.

Good Practice Resource - Deakin University - 2015 - p 5

Strategies for curriculum

design for pre-, during
and post-laboratory/prac
learning
ASKING THE HARD
QUESTIONS
1. Unit Learning Outcomes: What are the learning
outcomes that I desire students to gain in the laboratory/
prac sessions, and how can I make sure that students can
evidence the learning achieved? What is the assessment,
what is being assessed, and what is being evidenced?
2. Overlap: Have I made sure the learning is occurring
in the laboratory/prac learning experience or is this
happening in other areas such as lectures and iLectures?
How can I minimise repetition of information and base
the learning on what is most appropriate to the context?
Are my laboratory/prac learning experiences clear and
explicit?
3. Feedback: How and when is my feedback being given
to students so that they can use the feedback to improve
their laboratory/prac learning in the future?
4. Assessment: Has the assessment in laboratory/prac
learning provided evidence of whether the learning
outcome has been met by students? Are the assessment/s
aligned with doing a few things well rather than many
things poorly? Are the assessments aligned to the Unit
Learning Outcomes? Is there a course approach to the
assessments being planned and delivered in laboratory/
prac learning and are students clear about this?
5. Engagement: Are the assessments in the laboratory/
prac focused on authentic challenges? Do students have
a sense of responsibility, independence, and achievement
from completing the assessment tasks?

Good Practice Resource - Deakin University - 2015 - p 6

CONSTRUCTIVE
ALIGNMENT
Constructive alignment, as developed by Biggs (1999), aims at
improving the connection between the assessment, learning
outcomes, course outcomes and graduate attributes. The previous points highlight some of the ways of improving the assessment, learning activity and the learning outcome (objectives).
This can be understood as constructive alignment (see figure
2). This, ensures that laboratory learning is clear and explicit for
students, minimizes repetition, offers a course approach to the
learning experience, and allows students multiple opportunities
to receive feedback and to evidence their learning.

Figure 2. Constructive Alignment by Biggs (1999).

Good Practice Resource - Deakin University - 2015 - p 7

Strategies for teaching

and learning pre, during
and post-laboratory/
prac learning
The following image is an info-graphic to assist in explaining
the pedagogical and technical strategies that are required when
considering transforming and augmenting Content to the
Cloud for pre-, during and post-laboratory learning experiences (see Figure 3).
In laboratory learning there is a need to make sure that the
ULOs are made explicit for students and to clearly articulate
what the purpose of the learning is. Other areas to consider are:
pre- and during learning activities, collaboration, reflection and
feedback for both face-to-face and Cloud learning.

LABORATORY LEARNING: A curriculum design option

A blended learning approach

automatic <<< <<< FEEDBACK >>> >>> implicit

pre-prac/lab
learning
activities

What is
the purpose ?

face-to-face
online
blended

prac/lab session
real activity and/or virtual activity
Instructions

collaboration

pre-prac/lab activities & collaboration

Learning
Outcome/s

post prac/lab
face-to-face
online
blended

analysis of results - demonstrate learning outcome/s

Demonstrations
Answering queries

Reflection on
learning and/or
test of outcome

<<< <<< REFLECTION >>> >>>

Why Blended Learning ?

Challenges

Why reflection ?
MULTI-MODES OF ACCESS

Computer

Tablet

* An initial increase of workload.

* The requirement for staff to teach and
assess new types of pedagogies such as
reflective practice and for students to learn
how to effectively engage in reflective
practice.
* To provide engaging, student-centred,
and laboratory-centred online and
face-to-face learning activites pre-, during
and post-pracs.

improve practice & self

iphone Face-to-face

TIME AVAILABLE ?
revision

ANALYSIS

Students

THE DEAKIN PROMISE

OF LEARNING ANYTIME
AND ANYWHERE

Home

Travel

On campus

DURING TRAVEL ?
reflection on learning
Public Transport

Car

On foot

to self-test

Benefits
*Clearly designed student learning
experiences that are aligned with the unit
and course learning outcomes; laboratory
learning becomes integral part of the
learning activities for students
* Expose students to a range of learning
modes and experiences.
* An increase of student motivation to
participate pre-, during and post-pracs.

School of LES

Figure 3. Info-graphic for a blended learning approach to laboratory learning

that integrates eLearning tools with face-to-face lessons.
Good Practice Resource - Deakin University - 2015 - p 8

Whereas, the following image illustrates how Information

Technology educators envisage practical learning experiences
for their students.
In these types of practicals there is an emphasis on starting
with problems, the teacher as being both facilitator and expert,
peer learning, discussions, reflection, solving problems that are
aligned to ULOs and assessment tasks for both face-to-face and
Cloud learning.

Learning and teaching via practicals: practice and problem-based learning

Practicals are the core of teaching practice for IT students

Does the student understand the outcome?

How will students improve the next time?

SHOW >> TRY How did t

he student perform? Issues? Errors?

In class & in the cloud

Teacher
mentor
facilitator
expert

Teacher roams, interacts and provides

feedback during learning activities

Practicals also teach planning & time management when ULOs are made explicit.

Unit Learning Outcomes

Start with
a problem

increasing complexity >>

Inclusive practices - the harmonious

integration of technology into the
face-to-face learning experience

Tablet

* An initial increase of workload.

* The requirement for staff to teach and
assess new types of pedagogies such as
reflective practice and for students to learn
how to effectively engage in reflective
practice.
* To provide engaging, student-centred,
and problem-based learning online and
face-to-face.

AGILE
PROBLEM
SOLVING

revision
Home

Challenges

iphone Face-to-face

Students
Travel

to self-test
Am i ready?
Where do i need
to improve?

On campus

DURING TRAVEL ?
reflection on learning
Public Transport

Car - audio On foot

0
varying %

Assessment
+ feedback

feedback

improve practice & self

TIME AVAILABLE ?

THE DEAKIN PROMISE

OF LEARNING ANYTIME
AND ANYWHERE

Solving
problems

Why reflection ?

MULTI-MODES OF ACCESS

Computer

U L Os

Reflection +
solving
problems

feedback

Why Blended Learning ?

U L Os

Discussion
In class & in the cloud

100

Benefits

* Managing students expectations.

* Clearly designed student learning
experiences that are aligned with the unit
and course learning outcomes.
* Expose students to a range of learning
modes and experiences.
* An increase of student motivation to
participate pre-, during and post-pracs.

School of IT

Figure 4. Info-graphic for a blended learning approach to prac learning

that integrates eLearning tools with face-to-face lessons.
Good Practice Resource - Deakin University - 2015 - p 9

The following information showcases various teaching ideas

around assisting educators to transform and augment laboratory/prac/design learning in terms of Content to the Cloud for
pre-, during and post-learning experiences.
Demonstrations: These types of activities are often linked
to controlled exercises and are learning activities designed by
teachers. Demonstrations can easily be transformed into video
and thus can be viewed by the students for pre- and post-laboratory/prac/design learning experiences. It is important that
demonstrations are:

Drawing on students interests;

Making demonstrations relevant to students
experiences or chosen profession or providing choice;
Visual and text-based documents to show features of
a piece of equipment and how it works or to illustrate
an important concept, reaction or dimension of the
subject when presented in the Cloud.
Remember, no matter the medium demonstrations need to
be clear for both visual and audio, paced well and suitable for
diverse student cohorts.
Experimental investigations: Providing students with
the objective of the experiment via video, audio or text-based
visuals such as:

A series of problems;
Research questions, or
Providing a suggested background resource material;
An explanation of the range of equipment that will be
needed in order to solve the problem;
The nature of the report required prior to the
laboratory learning, or
Providing students with an online formative
assessment activity;
A simulation;

Cropped from: webtreats. 2015. Webtreats Seamless

Retro Grunge Abstract Maze Textures 231 | Flickr Photo Sharing! Accessed June 10. https://www.flickr.
com/photos/webtreatsetc/4661077282/. CC BY 2.0
https://creativecommons.org/licenses/by/2.0/

A simple gamification activity such as completing a

quiz where rewards such as stars are received via an
email through CloudDeakins intelligent agents with
an auto release activation.

Good Practice Resource - Deakin University - 2015 - p 10

Learning cycles: By providing students with opportunities

to learn from self-reflections and/or their peers during preand post- laboratory/prac learning, students will master the
tools required for self-directed learning. The following image
illustrates a possible online formative or summative assessment
strategy that could be implemented pre- and/or post-laboratory/prac learning.

Video
Quiz
Video
Quiz

Discussion
board
activity

Short reading
Peer assessment

Reflections: Allowing students to undertake reflection

using CloudDeakins portfolios (pre-, during and post-laboratory/prac learning) so that students can express what it is
they need to do in relation to the reflections such as laboratory tasks, what expectations are required from students, how
students feel about meeting the expectations, what they need
to do in order to be successful in the laboratory/prac, reflect
on the action of the outcomes and how they can improve their
practice in the future is highly beneficial and linked to deeper
learning outcomes. Reflections can be formative or summative
assessment, self and peer assessed, teacher assessed as well as
students providing their reflections via numerous technological
platforms such as video, audio or visual (Baird, 1990; also see
RPP for resources and pedagogies on reflective practice.

Cropped from: Snodgrass, Steve. 2015. Chartres

Labyrinth | Explore Steve Snodgrass Photos on
Flic | Flickr - Photo Sharing! Accessed June
10. https://www.flickr.com/photos/stevensnodgrass/5377805295/. CC BY 2.0 https://creativecommons.org/licenses/by/2.0/

Good Practice Resource - Deakin University - 2015 - p 11

Collaboration: Providing students with an online group

site area pre-, during and post-laboratory/prac/design learning
such as CloudDeakins discussion board, blogs, Wikis or social
collaborative programs such as Lync/Skype to encourage communication about upcoming laboratory experiments, learning
activities, expectations and sharing knowledge. This type of
activity can be linked to a formative or summative assessment
item where groups discuss and collaborate first before completing a set of questions that are related to the practical/design
experiment.

fribbleblib. 2015. LONGLEAT MAZE | Explore

Fribbleblibs Photos on Flickr. Frib | Flickr Photo Sharing! Accessed June 10. https://www.
flickr.com/photos/10746069@N08/942031695/.
CC BY 2.0 https://creativecommons.org/
licenses/by/2.0/

Design posters: Providing students with opportunities

to be creative and implement design thinking when presenting experimental investigations is also highly beneficial. For
example, poster presentations have become a regular feature in
most areas of science and technology conferences. Posters are a
good way for students or student groups to display and contrast
their findings. Peer review, teacher assessed and/or self-assessed
poster tasks can be implemented to aid students thinking and
to receive feedback. In addition, within a supportive setting,
the showcasing of students poster presentations can encourage
conversation around complex issues and differing results from
the experiments/pracs/design work.

Concept maps: Students can use concept maps to illustrate

their understanding of simple to complex problems. Concepts
are linked by words which specifically describe the relationships between the concepts. Concept maps can help students
understand what they know, what they dont know, and alternative ways of doing things. The use of concept maps in learning
has been linked in the research to deeper learning outcomes for
students (Hegarty-Hazel & Prosser, 1991). An online concept
program can be used pre-laboratory learning or as a revision
device using the open source program Padlet for example.

Good Practice Resource - Deakin University - 2015 - p 12

A summary of ICT for transforming

and augmenting Content to Cloud
for pre-, during and post-laboratory/
prac and design learning
Name of eLearning tools

What can it be used for?

Prezi: on online presentation tool that individuals

or groups can use

A transmediated way of presenting content

Video: a small film of audio, text and visual content

A visual and engaging way to present information

Audio: sound recording

A quick way to present instructions and/or feedback

Powtoon: an online animation and video making

tool

A creative way to present information with animation

Padlet: an online concept map making tool

Concept maps used for team work around problem

solving

Simulations: online learning experiences based on

authentic practice

An interactive way to introduce students to laboratory learning without the stress associated with
making a mistake

Gamification: an online learning experience where

the users receives award/s

An interactive and fun way to learn

http://statscats.weebly.com

Portfolio: an online journal

A depository for evidencing learning

Lync: an online collaborative communication tool

Collaborative space that shares desk top, records

and has teleconferencing facilities

WIGGIO: an online collaborative communication

tool

Collaborative space that shares desk top, records

and has teleconferencing facilities

Blogs

Publishing ideas that is author-centred

Wikis

Publishing ideas that are group devised

Prep for Maths

A fun way to learn maths for laboratory calculations

http://mathscasts.org/find_a_mathscast.html

Good Practice Resource - Deakin University - 2015 - p 13

ACKNOWLEDGMENTS:
This resource has been co-developed by Dr Rachael Hains-Wesson in consultation
with a community of practice, which included various STEM academics in SEBE
and the Learning Support Team.
The LST would like to thank the community of practice for their support and
assistance for the development of early versions of this resource.

REFERENCES
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Journal of Chemical Education, 84(5), 884-888.
Gregory, S. J., & Trapani, G. D. (2012). A Blended Learning Approach to Laboratory
Preparation. International Journal of Innovation in Science and Mathematics Education,
20(1), 56-70.
Griffith University (2010). Blended Learning by Debra Bath and John Bourke, accessed
May 5, 2014, http://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_
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Hennessy, S. (2006). Integrating Technology into Teaching and Learning of School
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Hofstein, A., & Rosenfeld, S. (1996) Bridging the Gap between Formal and Informal Science Learning, Studies in Science Education, 28(1), 87-112, DOI:
10.1080/03057269608560085
Jones, S., & Edwards, A. (2010). Online Pre-laboratory Exercises Enhance Student Preparedness for First Year Biology Practical Classes. International Journal of Innovation in
Science and Mathematics Education, 18(2). 1-9.
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Marginson, S., Tytler, R., Freeman, B. and Roberts, K. (2013). STEM: Country comparisons. Report for the Australian Council of Learned Academies, www.acola.org.au.Miller, G. (2005, June 30). Blended learning and Sloan-C. Posting to the Official Website of
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OBrien. G., & Cameron, M. (2008). Prelaboratory activities to enhance the laboratory
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Picciano, A. G. (2009). Blending With Purpose: The Multimodal Model, Journal of the
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Good Practice Resource - Deakin University - 2015 - p 14