July 2, 2020

Join us to discuss blended learning & pedagogy in Computer Science on Monday 6th July at 3pm

What is innovative pedagogy? CC licensed image by @giuliaforsythe

Join us for our next journal club meeting on Monday 6th July at 3pm, the papers we’ll be discussing below come from the #paper-suggestions channel of our slack workspace at uk-acm-sigsce.slack.com.

Show me the pedagogy!

The first paper is a short chapter by Katrina Falkner and Judy Sheard which gives an overview of pedagogic approaches including active learning, collaborative learning, cooperative learning, contributing student pedagogy (CSP), blended learning and MOOCs. [1] This was published last year as chapter 15 of the Cambridge Handbook on Computing Education Research edited by Sally Fincher and Anthony V. Robins. A lot of blended learning resources focus on technology, this chapter talks about where blended learning fits with a range of different pedagogic approaches.

A video summary of all sixteen chapters of the Cambridge Handbook of Computing Education Research, including chapter 15 which we’ll be discussing

Implementing blended learning

The second paper (suggested by Jane Waite) is Design and implementation factors in blended synchronous learning environments [2], here’s a summary from the abstract:

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments—contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilise technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.

Hope to see you there, zoom details are on the slack channel, email me if you’d like to request an invitation to the slack channel. Likewise, if you don’t have access to the papers let me know.


  1.  Falkner, Katrina; Sheard, Judy (2019). “Pedagogic Approaches”: 445–480. doi:10.1017/9781108654555.016. Chapter 15 of the The Cambridge Handbook of Computing Education Research
  2. Bower, Matt; Dalgarno, Barney; Kennedy, Gregor E.; Lee, Mark J.W.; Kenney, Jacqueline (2015). “Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis”. Computers & Education86: 1–17. doi:10.1016/j.compedu.2015.03.006ISSN 0360-1315.

January 11, 2013

A joke about teaching and learning via Jason Bangbala


What, if anything, can stop the MOOC? Creative Commons licensed picture via Giulia Forsythe on Flickr.

The debate about Massive Open Online Courses (MOOCs) is making lots of people think harder about education and how people learn. Are we witnessing Higher Education’s Napster moment, where online services replace physical ones [1] ? Is undergraduate education over-priced [2]? How can education be improved [3]? What is the point of Education anyway? These are all interesting and mostly unanswered questions.

You might hear it said that secondary education is often delivered by excellent teachers, with questionable subject knowledge, whereas higher education is delivered by experts with excellent subject knowledge, but poorer teaching skills.

Jason Bangbala, an educational consultant, puts it another way.

What is the difference between primary, secondary and higher education?

  • In primary education, the teachers love their students.
  • In secondary education, the teachers love their subject.
  • In higher education, the teachers love themselves.

True? Hmmm, I don’t know. But it is funny…


  1. Moshe Vardi (2012). Will MOOCs destroy academia? Communications of the ACM, 55 (11), 5-5 DOI: 10.1145/2366316.2366317
  2. Salman Khan (2013). What college could be like Communications of the ACM, 56 (1) DOI: 10.1145/2398356.2398370
  3. Fred Martin (2012). Will massive open online courses change how we teach? Communications of the ACM, 55 (8) DOI: 10.1145/2240236.2240246

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