Blended Learning Designs Facilitated by New Media Technologies Including E-Simulations for Pharmacy and Other Health Sciences

Abstract

This chapter explores the use of innovative technologies that facilitate blended learning approaches to meet contemporary educational challenges and the modern learning needs of a new generation of students. An underpinning framework for development and delivery of these contemporary programs is applied consistently across them. This framework is represented as Pedagogy > Space >Technology (Radcliffe, 2008), a guiding principle which reinforces the essential educational design with space and technology considered as supporting tools not as driving forces for course design. Three case studies describe the development, design, and delivery of innovative curricula framed round this model. Case 1 demonstrates the enhancement of an existing space to deliver an existing curriculum and to improve the experience of students, with inherent capacity for adaptation to other professional environments. Case 2 represents a functional response to an essentially logistical problem of lack of space, resources, and time to deliver a process-oriented activity. Case 3 is unique in that it describes a new curriculum to be delivered entirely in a new “space” with a broad set of objectives that go beyond mere functionality. In each case, while the technology enhances the overall experience for both educators and learners, the technology is not the focus for either, nor is it the point of the spaces and activities. Significant benefits are gained in terms of student experiences and outcomes, efficiencies in delivery and overcoming a range of barriers such as class sizes. There are also significant challenges to be faced in development and implementation as well, including a potentially large financial burden, need for expertise, ongoing support, and changing technologies. An important caveat is to not let the technologies distract from the educational goals and student needs.