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The affordances of blended learning in a higher education flipped art classroom

Grenfell, Janette 2015, The affordances of blended learning in a higher education flipped art classroom, in ECEL 2015 : Proceedings of the 14th European Conference on e-Learning, Academic Conferences and Publishing International, Sonning Common, Eng., pp. 238-247.

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Title The affordances of blended learning in a higher education flipped art classroom
Author(s) Grenfell, Janette
Conference name European Conference on e-Learning (14th : 2015 : Hatfield, England)
Conference location Hatfield, England
Conference dates 29-30 Oct. 2015
Title of proceedings ECEL 2015 : Proceedings of the 14th European Conference on e-Learning
Editor(s) Jefferies, Amanda
Cubric, Marija
Publication date 2015
Start page 238
End page 247
Total pages 9
Publisher Academic Conferences and Publishing International
Place of publication Sonning Common, Eng.
Keyword(s) flipped classroom
experiential learning
art education
collaborative communities
Summary In this paper the author reports on the conceptualization and implementation of the flipped classroom, integrating located, online and virtual world learning environments to support the collaborative lived experiences of a group of students and the educator participating in a higher education undergraduate art unit, Navigating the Visual World. A qualitative narrative methodology, A/r/tography, incorporating both image making and textual recording is used to explore and identify interwoven aspects of the artist/ researcher/ educator relationship in the creative artistic process of exploring concepts of identity within inquiry based art practice. Selected student examples, including a collaborative group assessment project demonstrate effective student engagement with experiential blended learning within the flipped classroom.
ISBN 9781910810705
ISSN 2048-8637
2048-8645
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2015, Janette Grenfell
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080721

Document type: Conference Paper
Collections: School of Education
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