Developing a school-wide framework for blended and online learning and teaching (BOLT)

Honeychurch, S. and Offord, M. (2021) Developing a school-wide framework for blended and online learning and teaching (BOLT). Journal of Perspectives in Applied Academic Practice, 9(2), pp. 109-117. (doi: 10.14297/jpaap.v9i2.481)

Abstract

This article describes how the emergency shift to remote teaching at the Adam Smith Business School (ASBS) in 2020 led to the emergence of a new framework for blended and online learning and teaching (BOLT). We explain how a quorum of early adopters and innovators developed this framework from first principles and how it differs from existing frameworks for digital development. Rather than adopt an existing set of procedures, the framework was developed from the bottom-up with the advantage of high levels of agility, and commitment. Early adopters of technology enhanced learning and teaching (TELT) became bricoleurs, adapting and repurposing existing technologies and processes rather than adopting an entirely new strategy. This article will describe the process of empowering early adopters to enhance crisis response as well as giving a detailed overview of the framework, which can be used in other contexts. Beginning by describing the principles for developing remote teaching from scratch, we provide a case study in implementing such a framework.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Honeychurch, Dr Sarah and Offord, Dr Matt
• Authors: Honeychurch, S., and Offord, M.
• College/School: College of Social Sciences > Adam Smith Business School; College of Social Sciences > Adam Smith Business School > Management
• Journal Name: Journal of Perspectives in Applied Academic Practice
• Publisher: Edinburgh Napier University
• ISSN: 2051-9788
• ISSN (Online): 2051-9788
• Copyright Holders: Copyright © 2021 Journal of Perspectives in Applied Academic Practice
• First Published: First published in Journal of Perspectives in Applied Academic Practice 9(2): 109-117
• Publisher Policy: Reproduced under a Creative Commons License