Blended learning in control engineering teaching; an example of good practice

This paper focuses on good practice in terms of pedagogies rather than technical content, but with reference to a control engineering curriculum. A new lecturer will need to ask questions not only about the content of a course but also, how should that content be delivered? The paper presents arguments for a holistic or blended approach to student development and illustrates how that can be wrapped around technical learning outcomes. A core part of this approach is effective use of modern technologies (Rossiter, 2011). This paper provides a summary of good practice and an illustrative benchmark module.