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Bb World 2012 - Cavanagh - The Perfect Blend: Scaling Blended Learning to Impact Low Income Learners Nationwide

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  • 1. THE PERFECT BLENDScaling Blended Learning to Impact Low-IncomeLearners NationwideThomas Cavanagh, Ph.D.Assistant Vice President, Distributed LearningUniversity of Central Florida
  • 2. Margaret Single mother Coming back to college Dropped out during first college experience Works as a waitress at a chain restaurant Wants a degree to get a better job in Health Science
  • 3. Arthur High School Math Teacher Pursuing Master’s Degree Limited time for education Family, grading, Wrestling coach Wants a degree to advance in career
  • 4. Carol Full-time nurse Limited time for education: shift work Only one day per week Available for class Wants a BSN degree to advance in career
  • 5. Jared Full-time student Works part time Plays intramural sports Member of a fraternity Student loan debt Wants course flexibility to engage more in the on campus experience
  • 6. Common Thread• Flexible• Convenient• Accommodating• Quality• Workforce-oriented
  • 7. Next Generation Learning Challenges• 4 Challenge Areas • Blended Learning • Analytics • OER • Deeper Engagement• Under 26, low-income • Jared and the younger Margaret
  • 8. The UCF-AASCU NGLC Project• To scale the UCF model of blended learning across the AASCU network of institutions (and beyond).
  • 9. About UCF• Orlando, FL• Metropolitan, suburban university• 58,600+ students• 2nd largest university in U.S.• Carnegie classification: RU/VH Research University: Very High Research Activity• 216 degree programs across 11 colleges• 11 Campuses throughout Central Florida
  • 10. • Center for Distributed Learning • Over 30% of university SCH is online • Over half of all UCF students take at least 1 online course each year. • Fully Online Programs • 5 Undergraduate • 25 Graduate Degree • 29 Graduate Certificates
  • 11. Defining Blended LearningClasses where a portion of the traditional face-to-faceinstruction is replaced by web-based online learning. Fully Fully F2F Online    Blended Learning
  • 12. Why Blended Learning?• Engage faculty in online learning • First step• Reduce delivery costs • Maximize facility use• Increase flexibility and convenience• Improve student learning outcomes• Expand access to education
  • 13. Strategic Alignment Web- Blended Fully Enhanced Learning Online Faculty Initiative Institutional Initiative
  • 14. Levels of Blended Learning Program Level (Localness):  Courses offered completely online  Completely face to face  Main campus / regional campus  Hybrid/mixed format Course Level (Modality)  Temporal / spatial (classroom utilization)  Temporal (reduce large class blocks to decrease fatigue and increase productivity)  Synchronous distance Assignment Level  Group collaboration  Discussions  Enhanced F2F
  • 15. Time Shifting• One day F2F, rest online • Tues / Thurs • Mon / Wed / Fri • Maximize facility usage• Long instructional block • One 5-hour block split in have • Reduces fatigue, improves quality experience
  • 16. Ways of Blending• Divide for quality (no loss of efficiency) 150 1 250 150 350
  • 17. Ways of Blending• Aggregate for efficiency (no loss of quality) 150 250 1 150 350
  • 18. Blended Learning at UCF• Began with an Online initiative in mid-90s• Quickly realized that 75% of students were local• Was the catalyst for the blended learning initiative• Center for Distributed Learning
  • 19. 1,700,000 Sources of UCF Student Credit Hour Growth1,500,0001,300,0001,100,000 900,000 700,000 500,000 1995-96 2000-01 2005-06 2010-11
  • 20. Blended Learning at UCF 500% growth in blended courses n Fully Online Courses n Blended Learning Courses
  • 21. Blended Learning at UCF Blended Learning 2009-2010 Totals since Academic 2002 YearSections 681 5,031Registrations 24,241 160,860Student Credit Hours 70,438 476,823(SCH)
  • 22. Course Evaluation Ratings N = 672,185 Course Modality % Overall “Excellent”Blended 51.2%Fully Online 48.3%Face to Face 48.2%Lecture Capture (with classroom) 43.4%Lecture Capture (no classroom) 41.6%
  • 23. Student Success Rates by Modality F2F Blended Fully Online (n=618,899) (n=39,021) (n=109,421) 100 95 91 91 88 91 88 91 94 88 90 87 88 88 88 87 86 80 70Percent 60 50 40 30 20 10 0 Spring 09 Summer 09 Fall 09 Spring 10 Summer 10
  • 24. Withdrawal Rates by Modality 100 90 F2F Blended (n=39,769) Fully Online (n=109,495) 80 (n=551,065) 70 Percent 60 50 40 30 20 10 4 4 5 3 4 3 3 4 3 3 5 4 2 2 1 0 Spring Summer Fall Spring Summer 09 09 09 10 10
  • 25. Student Satisfaction in Fully Online and Blended Courses Fully online (N = 1,526) Blended (N = 485)Percent 44% 39% 41% 38% 9% 11% 9% 5% 3% 1% Very Satisfied Neutral Very Unsatisfied Satisfied Unsatisfied
  • 26. Faculty Willingness to Teach Web/Blended Courses in the Future Definitely Probably Probably not Definitely notPositive 69% 81% 16% 13%Neutral 10% 2% or 6% 4%negative Online Blended n=71 N=53 Modality
  • 27. THE NGLC PROJECTExpanding Blended Learning Through Tools andCampus ProgramsA UCF/AASCU Project
  • 28. Project Overview• Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems• Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income)
  • 29. Scale UCF Model of Blended Learning• Across 20 AASCU institutions and 11 states
  • 30. PartnersIndividual Institutions State Coordinating State Participating Institutions InstitutionsColumbus State University Missouri  Harris-Stowe State UniversityFayetteville State University  Lincoln University of MissouriGrambling State University  Missouri Southern State Southeast Missouri State UniversityNorthwestern State University University  Missouri State(LA) UniversityIndiana University Kokomo  University of Missouri- St. LouisTexas A&M University-Corpus Alabama  University of NorthChristi AlabamaThe College at Brockport, State Troy University  University of SouthUniversity of New York AlabamaThomas Edison State College Minnesota  St. Cloud State UniversityUniversity of Maine at Fort Kent Winona State University
  • 31. Project Administration Team• Principal Investigators • Tom Cavanagh, UCF • George Mehaffy, AASCU • John Hammang, AASCU • UCF: • Linda Futch • Patsy Moskal • Chuck Dziuban • Elizabeth Wardle • Debbie Weaver • Tammy Muhs • Kelvin Thompson
  • 32. Project Overview• An open educational resource (OER) Blended Learning Toolkit containing: • Best practices, strategies, models, and course design principles. • Two OER prototype courses in Composition and Algebra. • Directions for applying the toolkit to create original blended courses. • Train-the-trainer materials. • Assessment and data collection protocols, including survey instruments and standards.
  • 33. Project Overview• Virtual and in-person workshops for participating institutions and others within the AASCU membership.• Institutional support through existing AASCU meetings and conferences, which will align ongoing activities in technology and educational transformation with NGLC’s goals.• Clear access points for additional institution-funded blended courses, ensuring the toolkit materials are openly available.
  • 34. Project Overview (key measures)• 217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185).• Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500).
  • 35. NGLC Assessment Expectations• Outcome 1: Build a blended learning infrastructure across the network of participating AASCU member institutions. • 1-a. Identify participating institutions, communicate requirements, and gather necessary data on courses, demographics, and assessment capabilities. • 1-b. Develop the Blended Learning Toolkit materials and resources (including strategies, blended models, resources, and assessment protocols). • 1-c. Package prototype courses in Composition and Algebra. • 1-d. Conduct Train-the-Trainer sessions.
  • 36. NGLC Assessment Expectations• Outcome 2: Increased access to education via blended learning (20 AASCU member institutions; 185-217 funded individual courses) for low-income students under 26 years old. This is the most critical outcome because it correlates directly to NGLC’s stated priorities. • 2-a. Disseminate toolkit materials and prototype courses to state coordinating institutions and individual participating institutions. • 2-b. Implement courses across the AASCU network. • 2-c. Assess project success.
  • 37. NGLC Assessment Expectations• Outcome 3: Increased student success and increased student retention. • This is a supplemental measure external to the grant requirements but very much consistent with NGLC’s long-term goals. In order to support eventual increases in student success and student retention, we intend to build longitudinal data collection into the project design. This data will be collected during the grant period for later analysis and reporting.
  • 38. Original Delivery Plan by DisciplineDiscipline Fall 2011 Winter/Spring Totals 2012Mathematics (Algebra) Sections 23 23 46Mathematics (Other) Sections 8 8 16English (Composition) Sections 48 38 86English (Other) Sections 8 15 23Miscellaneous Sections 25 21 46TOTALS 112 105 217
  • 39. Management Structure
  • 40. Composition• Coordinators: Elizabeth Wardle & Debbie Weaver • English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process. • “Flexible Template” model • Prix Fixe or A la carte • 6-week online course for participating faculty to understand the blended format applied to the WAW curriculum. • Monthly webinars starting in Fall.
  • 41. Algebra• Coordinator: Tammy Muhs • College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations. • “Flexible Template” will allow for individualized customization. • One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum. • Monthly webinars starting in Fall.
  • 42. Assessment• Coordinator: Patsy Moskal• IRB consultation• Assessment / Data Collection • Centralized online form • Student perception • Student success • Course retention/withdrawal
  • 43. Project Team Website• Central communications hub • Schedule • Contacts • Proposal documents • Meeting recordings archives • Discussions • Events
  • 44. Intellectual Property• Creative Commons • Attribution-NonCommercial-ShareAlike license (CC BY-NC-SA) • NOTE: Project materials produced by UCF/AASCU with NGLC funding will be “open.” However, the courses produced at each individual campus will be bound by their own institutional IP policies.
  • 45. Blended Learning ToolkitNow available: www.blendedlearningtoolkit.org
  • 46. BlendKit2011• Designed and facilitated by Kelvin Thompson• Generic instruction on blended course design and delivery• 5 week Quasi-MOOC (facilitated for grant)• Began 7/11/11• “Home Base”: http://bit.ly/blendkit2011 • Also accessible via the Blended Learning Toolkit under Faculty Development
  • 47. Partner Feedback Dr. Holly McSpadden Southeast Missouri State University Course: Composition
  • 48. Partner Feedback“I just completed watching the final webinar. Thank you forall your great work. The instruction, readings, content,activities, and presentation have been extremelybeneficial… As mentioned in the webinar, I would welcomefurther training and opportunities to meet and collaborate.” Ann M. Giralico Pearlman, M.A. Instructional Design Specialist College at Brockport
  • 49. Partner Feedback“I got some good ideas for my fall class from theweek one readings…as well as the week tworeadings...I like the style & format of thepresentation…and getting to interact with othermath folks. I have been able to distill my thoughtsso far into 6 outcomes/goals for this falls class. Imeager to "try them out" with the group. Withoutyour stimulus I would not be here yet. Thx for whatyou do.” Tom Goetz University of Main at Fort Kent
  • 50. Anonymous Feedback “The DIY tasks were extremely helpful, particularlythe…features allowing me to turn my documents into htmlpages for my course web site. Thanks so much!”“I am VERY grateful that the content remains availableonline for repeat viewing. Now that I have the bare bonescourse up and running, I have more time to learn how tomake the course better.”“I am currently participating in the Blendkit 2011 courseand have gotten some great ideas to incorporate into myblended developmental writing course.”
  • 51. Questions? Follow Along… @tbcavanagh @Blendkit www.blendedlearningtoolkit.org