Developing and Implementing a Blended Learning Framework

Since 2011, I have strategically been implementing a blended learning approach (figure 1) in my teaching, aimed at increasing opportunities for students to engage in dialogue with me, and with each other – both online and especially

Language and dialogue: 

An important aspect of learning anatomy is mastering the language and I believe that when students grasp the language, their engagement increases as does their confidence in participating in discussions. I aim to create a culture of dialogue. For example, early in the course I use a team activity based on De Bono’s Thinking Hats

I lead the development of virtual learning resources in anatomy to engage learners outside the lab and to support learning of students from diverse backgrounds.  I partnered with  the PVCESE Immersive Technologies team and group of student tutors to scale-up the initial 'proof of concept' prototype I designed.  This is an example of one of the co-developed resources created.

A wide variety of learning technologies were used across UNSW in the transition to blended learning. With the number of options available, it can be difficult to select educational technology that is best suited to desired learning outcomes. This toolkit was a pilot project idesigned by initially surveying staff with teaching responsibilities on their current practice and on what they needed

International research has identified the need for a radical shift in the way we teach and support students’ success and wellbeing in higher education settings. As educators, we are faced with the challenge to provide engaging and supportive learning environments that deliver positive, meaningful short-term and long-term outcomes for students. To facilitate these outcomes, the University needs

During the pandemic transition to online delivery, to overcome the challenge of remote learning and to support students during a highly stressful period, I embraced embedding self-determination theory (SDT) principles into the design of two remotely delivered courses in Phase I Medicine (AEB in 2020 and AEA in 2021).  In 2020, my focus was on building a

Integrating VR using Complete Anatomy and optimising its usefulness by promoting student advocacy

Complete Anatomy is platform of 3D Anatomy models. In 2021 TP4, M&H Faculty made a subscription of the Complete Anatomy (CA) platform available to the discipline of Anatomy.