A flexible learning ecosystem

This year, the Blended Learning Lab provided inaugural funding support to nine projects that provide greater flexibility in the time, pace and place of learning at Ryerson. Four of the nine initiatives that integrate online and classroom methods emerged from schools within the Faculty of Community Services. 

Data Management

School of Occupational and Public Health

Ian Young, Assistant Professor

The School of Occupational and Public Health is offering a new first-year data management course for undergraduate students in Fall, 2019. The course covers a review of mathematics concepts, use of spreadsheets for data management, and other quantitative skills required for occupational and public health sciences. Ian Young, an assistant professor in the school, will integrate blended learning design into the course as it begins to roll out. By moving some learning components online, Young expects that time spent in-class can focus more on practical exercises and discussion. Moreover, the results of online practice sets and quizzes will guide areas for review during class, as well as identify students who may be struggling and in need of tailored feedback and additional resources. “The integration of e-learning approaches into this course will provide students with an enhanced and more flexible learning experience," says Young.

Nursing Professional Electives

Daphne Cockwell School of Nursing

• Nancy Purdy, Associate Professor
• Karen LeGrow, Associate Professor
• Beth McCay, Professor
• Annette Bailey, Associate Professor
• Anneke Rummens, Associate Professor

Professors in the Daphne Cockwell School of Nursing are integrating blended learning design into the following nursing professional courses: Adult Health, Family Health, Community Mental Health and End of Life Care. Currently, undergraduate nursing students have the opportunity to enrol in nursing professional electives during their final term of study, when they are also in clinical placement for four shifts a week. As students are experiencing difficulty meeting their required clinical hours while keeping one day a week open for class, Purdy et al. plan to convert some in-class content to an online delivery format. “We believe that this increased flexibility will reduce student stress and have a positive impact on the academic performance of students,” says Purdy. In the near future, courses in the final term will be completely online, as the school begins to implement a newly redeveloped curriculum in September, 2021.

Practicum I, Practicum II

School of Nutrition

Judy Paisley, Graduate Program Director and Associate Professor
Megan Cowan, Practicum Coordinator

Judy Paisley, graduate program director and associate professor, and Megan Cowan, practicum coordinator, are integrating blended learning design into practicum courses offered by the School of Nutrition. Students enrolled in the Nutrition Communication (MHSc) accredited practicum stream spend 35-40 hours per week completing rotations in dietetic practice settings during their final two semesters of study. During this time, students converge on campus for monthly full-day classes, as well as for an introductory four-day orientation. Paisley and Cowan plan to move some knowledge acquisition and evaluation components online (through tools such as voice-over PowerPoint presentations, videos, podcasts, webinars and quizzes) and use virtual simulations to expose students to specialized areas of practice. Monthly class time will engage students in active learning activities through practice, problem-solving, collaboration and discussion. “Blended learning offers a powerful solution for unique practicum courses by merging practice-based learning with classroom-based opportunities that support application and discussion,” says Paisley.  “Students can complete acquisition-oriented materials and formative evaluations at their own pace, place, and time – returning to it as frequently as needed to support their practical training.”

Professional Planning Practice and Ethics

School of Urban and Regional Planning

Pamela Robinson, Director and Associate Professor

Ronald Keeble, Professor

Pamela Robinson, director and associate professor, and Rob Keeble, professor, are incorporating blended learning design into a mandatory graduate ethics course in the School of Urban and Regional Planning. The course redesign will incorporate face-to-face and online learning, a simulation exercise, and experiential learning opportunities where students engage planning alumni and attend public consultations either in-person or online. “The profession of planning increasingly uses blended-style learning for public consultation and engagement efforts,” Robinson says. “By delivering planning ethics using a blended pedagogy, our students will have the opportunity to gain practice-relevant experience.”  Online learning opportunities will also provide students with greater flexibility around when, where and how to complete their course-work.

Visit the Blended Learning Lab website for more information and a full list of all nine projects.