Activity 7 Day Three
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  • 1. Day Three: Hybrid vs Online
  • 2.  Sign up for Webinar Create Audio File Hybrid vs Online Pros and Cons Course structure Collaboration Testing DL Hybrid and Online course proposals
  • 3. You are invited to attend a complimentary webinar!Wednesday, May 23, 201211:00 a.m. Pacific; 2:00 p.m. EasternToday more than ever, more is being demanded of our learning designs. Its not enough to base design in well-educated, creative decisions inspired by the context of a topic, concept, or experience. The best designs areinformed by data and improve over time.A panel of experts who represent different points of view on learning design -- the researcher, the practitionerand the instructional designer -- will share their experiences with learning design. Topics of discussion willinclude: What makes a great course? Who is involved in the science of how people learn? How can we apply that science of how people learn to our course designs? How do we know if what weve created is effective for our learners?For any academic executive, instructional designer, or faculty member striving for successful studentoutcomes, this presentation will provide new ideas and helpful tips from the rapidly evolving field of learningdesign. Speakers: Dr. Robert K. Atkinson, Associate Professor, Arizona State University Carole Hruskocy, Associate Professor, Regis University Toni Koslow, Instructional Technologist, Calumet College of St. Joseph Jeff Bergin, Director, Digital Content Development, Pearson EducationLearning Design: The Science Behind a Great Course
  • 4. Every PC and Mac has some sort of audio recording program—likeSound RecorderAs with the video files, compatibility is an issue. This free converterallows you to use any recording software and then convert the file toa more widely used format like .MP3.Converter: (converts to .MP3)http://audio.online-convert.com/convert-to-mp3We will return to audio files when we discusslectures, but it is a good idea to play with them abit before starting to record lectures.
  • 5. Hybrid Courses Research suggests hybrid is better than pure online (Brown, 2001; Carnevale, 2002;Oblender, 2002; Ward, 2004; Young, 2002). 2009 U.S. Department of Education Survey state hybrid courses are preferable to face- to-face. Hybrid and face-to-face classes have approximately the same retention rate; online course completion is 7-9% lower.
  • 6. Hybrid Courses Research suggests hybrid is better than pure online (Brown, 2001; Carnevale, 2002;Oblender, 2002; Ward, 2004; Young, 2002). 2009 U.S. Department of Education Survey state hybrid courses are preferable to face- to-face. Hybrid and face-to-face classes have approximately the same retention rate; online course completion is 7-9% lower.
  • 7. Hybrid Courses Students who take hybrid courses prior to taking online courses perform better in online courses taken in subsequent semesters. English students fare worse than math students in online retention. Hybrid courses also provide a transition period for faculty.
  • 8. Online Courses Flexible class attendance Repeat access to notes and course materials Creates Record of interactions, questions, and participation More reticent students more likely to participate in discussion Access to Internet resources for everyone to examine and discuss Opportunities for collaboration Quickly establishes a positive, structured, and professional instructor-student relationship
  • 9. Hybrid or Online:Course Structure• Consider the students’ perspective• Build in redundant elements• Remove guesswork• Accept criticism• Experiment with online elements
  • 10.  The 3Cs: Communication, Clarity, and Composition Quiz students on course structure Reinforce face-to-face peer interactions with online activities Create looped assignments (f2f to online back to f2f) Encourage discovery Allow students to weight online and face-to-face activities
  • 11.  Remember that “technology is a vehicle not a destination” (Henry). Ask how this content relates to your f2f content. Be ready to learn how to show as well as tell Use a variety of delivery methods Take on the learners’ perspective Recognize the social aspect of online learning Use surveys to measure course effectiveness
  • 12. Overview The hybrid course has an advantage in allowing you to establish working groups in the face-to-face setting – then perhaps moving them online. However, online only courses do provide a number of similar opportunities. In fact, you can set up chat rooms for students only!Methods of Online Collaboration Blackboard collaborate Asynchronous communication: Discussion board Synchronous communication: Chat Synchronous communication: Virtual Classroom Group Tools: Chats, Emails, File exchange, Blog, Wiki, Journal
  • 13. Overview Bb offers a variety of group tools that give students a way to share their ideas with each other. To access these tools, students need to be placed in groups. The groups creation tool is illustrated in the following slides.
  • 14. These two slides show all of the options you have increating groups. To prevent confusion, it might be best tolimit the number of tools each group can access.
  • 15. The first image is the list of sign up sheets that studentssee when they are choosing groups. The second image isa list of all the group tools.
  • 16. Online Assessments Pros Cons Students can receive  Cheating is easier immediate feedback. Automatic grading  Test preparation is often more Can create test banks laborious Convenient for students  Online quizzes can provide Can analyze answer data immediate feedback. Online tests allow more  Not always ideal for practical testing time, so students can be required to provide exams more detailed answers or address more complex problems.
  • 17. Approval of online and hybrid courses is gained by submitting a syllabus for thecourse including activities that will occur online with the appropriate signeddistance learning course approval and proposal forms. Additionally, if any 3 ofthe following course elements are distributed via Blackboard, the course mustgain DMU approval: Assignments Quizzes Papers Chat sessions or Email CommunicationsPlease submit the following forms: Course Action Form (see example) Course Proposal Form Course Syllabus - Download the Distance Learning Course Syllabus Template and format your current syllabus to meet the requirements for the CDLIT.Do you wish to use Blackboard as a course supplement?If you would like to have limited use of Blackboard as a course supplement inyou traditional (face-to-face) course, you must submit the Blackboard AccessForm each semester.
  • 18. Tasks Create a looped assignment Create Random and Manual Groups Create a quiz Work on DL forms Add DL items to syllabusWhat you need for the afternoon session Collaborative activities that need to be translated to online use A few ideas for organizing your course A timetable for the face-to-face to hybrid to online conversion Electronic copy of syllabi to amend for DL application