Chart Your Own (Blended) Course...Using the Blended Learning ToolkitKelvin Thompson, Ed.D.University of Central Florida#bl...
What brought you here today?
Agenda• Blended Learning @ UCF• Blended Learning Toolkit• Your Blended Learning Needs• BlendKit Course Tour (detailed)• Yo...
Multiple ApproachesTech EnabledF2F + OnlineWeb EnhancedFlip ClassReduced Seat TimeMandated “Recipes”“Blended”
Caveats• No widely accepted definition of blended learning• Blended = “best/worst of both worlds”• Blended learning best c...
BLENDED LEARNING @ UCFAn Institutional Profile
Blended Learning at UCFFully Online CoursesBlended Learning Coursesnn500% growth in blended courses
UCF Fall 2008 Headcount33,08765.8% 7,12714.2%2,8475.7%3630.7% 9231.8%1,4362.9%2,0464.1%1,3012.6%1370.3%8651.7%1110.2%“Live...
UCF Fall 2009 Headcount“Live”RegionalStudents4,809WebStudents14,543“Live” Main CampusStudents45,98833,98863.5% 8,59316.1%3...
34,05960.6% 10,36318.4%4,1137.3%4780.9%1,2132.1%1,4902.7%2,0493.6%7581.4%7641.4%6951.2%2340.4%UCF Fall 2010 HeadcountWebSt...
34,99959.8% 11,30419.3%4,4357.6%5040.9%1,3632.3%1,4852.5%1,8253.1%8021.4%7441.3%8281.4%2090.4%“Live” Main CampusStudents49...
Blended Learning at UCFBlended Learning 2009-2010Academic YearTotals since2002Sections 681 5,031Registrations 24,241 160,8...
Course Evaluation RatingsCourse Modality % Overall“Excellent”Blended 51.2%Fully Online 48.3%Face to Face 48.2%Lecture Capt...
Student Success Rates by ModalityPercent88 88 87 87918791 91 90 90949088 88 88 88 89 880102030405060708090100F2F(n=669,518...
Withdrawal Rates by Modality3 2 3 3 2 43 1 3 3 2 45 4 5 4 4 50102030405060708090100Spring 10 Summer 10 Fall 10 Spring 11 S...
Student Satisfaction in Fully Online andBlended Courses39%Fully online (N = 1,526)Blended (N = 485)41%11% 9%Very Satisfied...
Faculty Willingness to TeachWeb/Blended Courses in the FuturePositiveNeutralornegativeOnlinen=71BlendedN=53Modality81%16%2...
OVERVIEWThe Blended Learning Toolkit18Refer to Accompanying Hand Out: http://bit.ly/tour_blt
Project Overview• An open educational resource (OER) BlendedLearning Toolkit containing:– Best practices, strategies, mode...
Goals for BlendKit Course• Design and develop your blended learningcourse• Consideration of key issues related toblended l...
BlendKit Course Materials• Instructional modules• BlendKit Reader• Do-It-Yourself design tasks• Recordings of interdiscipl...
YOUR BLENDED LEARNING NEEDSThink About It
Pair and Share• Partner-up with one or more colleagues• Share what you would like to accomplish inyour blended learning co...
GUIDED TOURBlendKit Course Materials25Refer to Accompanying Hand Out: http://bit.ly/blendkit_notes
DIY Tasks• Step-by-step guides for many commondevelopment tasks– Explanations– Templates– Examples• Five broad tasks with ...
DIY TasksTask 01: Conceptualize Your Blended Learning CourseTask 02: Design for Interaction in Your Blended LearningCourse...
COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course30
32
33
34
35
Course Blueprint• Easily by-passed, but don’t!• High level overview mapping course goals toassignments• Use electronic ver...
MIX MAPTask 01: Conceptualize Your Blended Course37
39
40
Mix Map• Identify a mode (f2f, online, both) for all components• Suggested approach – online course with face-to-faceenhan...
CREATE COURSE DOCUMENTDRAFTSTask 02: Design for Interaction42
44
45
46
Create Course Documents• Emphasis on single-purpose onlinedocuments (Neidorf, 2006)• Making the formerly implicit (f2f) ex...
MODULE INTERACTIONWORKSHEETTask 02: Design for Interaction48
50
51
52
Module Interaction Worksheet• Builds upon Blueprint and Mix Map tasks• Sets the stage for Creating Module Pages• Assumes t...
ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning54
56
57
Assignment Instructions• Remember to revise Blueprint and Course Docs as ideas evolve!• Goal: Standalone documents with pe...
CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning59
61
Configure Online Quiz Settings• A primer for online assessment– Minimize motivation for cheating– Examine biases for asses...
CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages63
65
66
67
Create Module Pages• A possible extension of earlier AssignmentInstructions and Module Interaction tasks• Goal: Standalone...
MODULE TEMPLATETask 04: Develop Content/Assignment Pages69
71
Module Template• Use as a starting point• Decide upon all elements to include in yourmodules (e.g, objectives, content, re...
BLENDED COURSEIMPLEMENTATION CHECKLISTTask 05: Assure Quality73
75
Implementation Checklist• Very generic steps!• Incorporate your institution’s requirements• Structured approach is reminis...
BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORMTask 05: Assure Quality77
79
80
81
Self-Assessment/Peer Review Form• Many elements are common to courses in allmodes• Blended-specific sections– First (“Cour...
ADDITIONAL RESOURCES
UCF Faculty Seminars in Online Teaching• Online/blended learning focused• Co-presented by teaching faculty and instruction...
Teaching Online Pedagogical Repositorya resource to support the curation of effectivepedagogical practices in online and b...
#TeachOnlinehttp://bit.ly/teach_online
YOUR BLENDED LEARNING NEEDSTake Action
Your Personal Action Plan• Reflect upon today’s session• Review your notes on BlendKit Course• Identify one or more ideas ...
QUESTIONS?COMMENTS?DISCUSSION?89
Thanks!Kelvin Thompson, Ed.D.kelvin@ucf.eduhttp://twitter.com/kthompsohttps://profiles.google.com/drkelvinthompsonhttp://b...
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
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Chart Your Own (Blended) Course... Using the Blended Learning Toolkit

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  • Chart Your Own (Blended) Course... Using the Blended Learning Toolkit

    1. 1. Chart Your Own (Blended) Course...Using the Blended Learning ToolkitKelvin Thompson, Ed.D.University of Central Florida#blendkit@kthompsoThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Portions ofthis work are adapted from the work of others with permission and are attributed appropriately in context.
    2. 2. What brought you here today?
    3. 3. Agenda• Blended Learning @ UCF• Blended Learning Toolkit• Your Blended Learning Needs• BlendKit Course Tour (detailed)• Your Blended Learning Plan
    4. 4. Multiple ApproachesTech EnabledF2F + OnlineWeb EnhancedFlip ClassReduced Seat TimeMandated “Recipes”“Blended”
    5. 5. Caveats• No widely accepted definition of blended learning• Blended = “best/worst of both worlds”• Blended learning best conceptualized as f2f-enhancedweb course• Integration of f2f and online is perhaps the mostelusive of concepts for blended instructors• Materials shared here are targeted at thosetransitioning from f2f-only experience but may beapplicable to those with prior online or blendedexperience• No one-size-fits-all answers• Goal: Provide resources you can use indeveloping your blended learning courses5
    6. 6. BLENDED LEARNING @ UCFAn Institutional Profile
    7. 7. Blended Learning at UCFFully Online CoursesBlended Learning Coursesnn500% growth in blended courses
    8. 8. UCF Fall 2008 Headcount33,08765.8% 7,12714.2%2,8475.7%3630.7% 9231.8%1,4362.9%2,0464.1%1,3012.6%1370.3%8651.7%1110.2%“Live” Main CampusStudents43,466“Live” RosenCampus Students2,446WebStudents11,514“Live”RegionalStudents4,800
    9. 9. UCF Fall 2009 Headcount“Live”RegionalStudents4,809WebStudents14,543“Live” Main CampusStudents45,98833,98863.5% 8,59316.1%3,6376.8%3750.7% 1,0301.9%1,4972.8%1,8863.6%8271.6%6971.3%7821.5%2040.4%“Live” RosenCampus Students2,531
    10. 10. 34,05960.6% 10,36318.4%4,1137.3%4780.9%1,2132.1%1,4902.7%2,0493.6%7581.4%7641.4%6951.2%2340.4%UCF Fall 2010 HeadcountWebStudents17,172“Live”RegionalStudents5,251“Live” RosenCampus Students2,472“Live” Main CampusStudents47,926
    11. 11. 34,99959.8% 11,30419.3%4,4357.6%5040.9%1,3632.3%1,4852.5%1,8253.1%8021.4%7441.3%8281.4%2090.4%“Live” Main CampusStudents49,852“Live” RosenCampus Students2,604WebStudents18,565“Live”RegionalStudents5,198UCF Fall 2011 Headcount
    12. 12. Blended Learning at UCFBlended Learning 2009-2010Academic YearTotals since2002Sections 681 5,031Registrations 24,241 160,860Student Credit Hours (SCH) 70,438 476,823
    13. 13. Course Evaluation RatingsCourse 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%N = 672,185
    14. 14. Student Success Rates by ModalityPercent88 88 87 87918791 91 90 90949088 88 88 88 89 880102030405060708090100F2F(n=669,518)Blended(n=60,309)Fully Online(n=157,922)Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11
    15. 15. Withdrawal Rates by Modality3 2 3 3 2 43 1 3 3 2 45 4 5 4 4 50102030405060708090100Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11F2F(n=749,656)Blended(n=60,958)Fully Online(n=158,031)Percent
    16. 16. Student Satisfaction in Fully Online andBlended Courses39%Fully online (N = 1,526)Blended (N = 485)41%11% 9%Very SatisfiedUnsatisfiedSatisfiedNeutral38%44%9%Very Unsatisfied3%5%1%Percent
    17. 17. Faculty Willingness to TeachWeb/Blended Courses in the FuturePositiveNeutralornegativeOnlinen=71BlendedN=53Modality81%16%2%69%13%10%6% 4%DefinitelyProbablyProbably notDefinitely not
    18. 18. OVERVIEWThe Blended Learning Toolkit18Refer to Accompanying Hand Out: http://bit.ly/tour_blt
    19. 19. Project Overview• An open educational resource (OER) BlendedLearning Toolkit containing:– Best practices, strategies, models, and coursedesign principles.– Two OER prototype courses in Composition andAlgebra.– Faculty development resources– Assessment and data collection protocols, includingsurvey instruments and standards.20
    20. 20. Goals for BlendKit Course• Design and develop your blended learningcourse• Consideration of key issues related toblended learning and practical guidance inhelping you produce actual materials for yourblended course (i.e., from design documentsthrough creating content pages to peerreview feedback at your own institutions).21
    21. 21. BlendKit Course Materials• Instructional modules• BlendKit Reader• Do-It-Yourself design tasks• Recordings of interdisciplinary faculty interviews• Recordings of online webinar discussions withfaculty grouphttp://bit.ly/blendkit22
    22. 22. YOUR BLENDED LEARNING NEEDSThink About It
    23. 23. Pair and Share• Partner-up with one or more colleagues• Share what you would like to accomplish inyour blended learning course(s) after today’sworkshop• Refer your colleagues to any helpful resourcesyou know
    24. 24. GUIDED TOURBlendKit Course Materials25Refer to Accompanying Hand Out: http://bit.ly/blendkit_notes
    25. 25. DIY Tasks• Step-by-step guides for many commondevelopment tasks– Explanations– Templates– Examples• Five broad tasks with at least 2 sub-tasks each• Substantive in specificity!http://bit.ly/blendkit_diy28
    26. 26. DIY TasksTask 01: Conceptualize Your Blended Learning CourseTask 02: Design for Interaction in Your Blended LearningCourseTask 03: Decide Upon Assessments of Learning in YourBlended Learning CourseTask 04: Develop Content/Assignment Pages for YourBlended Learning CourseTask 05: Assure Quality in Your Blended Learning Coursehttp://bit.ly/blendkit_diy29
    27. 27. COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course30
    28. 28. 32
    29. 29. 33
    30. 30. 34
    31. 31. 35
    32. 32. Course Blueprint• Easily by-passed, but don’t!• High level overview mapping course goals toassignments• Use electronic version or just do it on a piece of paper– Word template looks cool but doc versions may cause problems• May be “in your head,” but get it out on paper• Ignore delivery mode (f2f v. online) initially– Focus on identifying the best activities to achieve the coursegoals36
    33. 33. MIX MAPTask 01: Conceptualize Your Blended Course37
    34. 34. 39
    35. 35. 40
    36. 36. Mix Map• Identify a mode (f2f, online, both) for all components• Suggested approach – online course with face-to-faceenhancements• How to decide on delivery mode:– Start with your absolutes - What has to be delivered face-to-faceor online? What works best in one environment v. the other?– Next – What will work in either environment?– Note: You may need to modify an existing activity to fit a newdelivery mode. (See Task 3)• Map out your overall strategy paying particular attention tohow the two environments integrate– Integration is the single most challenging issue in blendedlearning!41
    37. 37. CREATE COURSE DOCUMENTDRAFTSTask 02: Design for Interaction42
    38. 38. 44
    39. 39. 45
    40. 40. 46
    41. 41. Create Course Documents• Emphasis on single-purpose onlinedocuments (Neidorf, 2006)• Making the formerly implicit (f2f) explicit(online)• Clear articulation of student expectations• Some people prefer “print-friendly”versions (e.g., pdf) over HTML– TIP: See accessibility guidelines!47
    42. 42. MODULE INTERACTIONWORKSHEETTask 02: Design for Interaction48
    43. 43. 50
    44. 44. 51
    45. 45. 52
    46. 46. Module Interaction Worksheet• Builds upon Blueprint and Mix Map tasks• Sets the stage for Creating Module Pages• Assumes that one will be developingonline modules– Several questions useful for designinginteraction independent of module– Possibly think “weeks” instead of modules• Another opportunity to consider integrationof f2f and online53
    47. 47. ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning54
    48. 48. 56
    49. 49. 57
    50. 50. Assignment Instructions• Remember to revise Blueprint and Course Docs as ideas evolve!• Goal: Standalone documents with perfect clarity of expectations• The clearer the written communication, the more time is freed for f2f activities.• Goal: Make the formerly implicit explicit– However, written instructions could be distributed f2f or online.• Make sure students understand how each assignment links online and f2f• Do not duplicate assignments or content between f2f and online– Ex: Reading assignments as homework and then cover content in class. Make sure classdiscussion covers items subject to confusion and expands on reading throughexamples, case studies, etc.– If online assignment is an extension of f2f discussion/activity, ensure students understandwhat needs to be added or expanded in the online assignment.58
    51. 51. CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning59
    52. 52. 61
    53. 53. Configure Online Quiz Settings• A primer for online assessment– Minimize motivation for cheating– Examine biases for assessment in one modeover another– Make assumptions explicit(e.g., collaboration, etc.)– Opportunity to review cognitive level of existingassessments• Specifics will be determined by yourCMS/testing software62
    54. 54. CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages63
    55. 55. 65
    56. 56. 66
    57. 57. 67
    58. 58. Create Module Pages• A possible extension of earlier AssignmentInstructions and Module Interaction tasks• Goal: Standalone documents with perfectclarity of expectations• The clearer the written communication, themore time is freed for f2f activities.• One cohesive whole from which studentsmay access assignmentinstructions, course content, etc.68
    59. 59. MODULE TEMPLATETask 04: Develop Content/Assignment Pages69
    60. 60. 71
    61. 61. Module Template• Use as a starting point• Decide upon all elements to include in yourmodules (e.g, objectives, content, references)• Use Word style sheet (e.g., “Heading 1,” etc.)• Review Assignment Instructions for possiblemodule headings/sub-headings• Maintain consistency from one module tonext• Use Zapt to generate accessible HTML if youwish72
    62. 62. BLENDED COURSEIMPLEMENTATION CHECKLISTTask 05: Assure Quality73
    63. 63. 75
    64. 64. Implementation Checklist• Very generic steps!• Incorporate your institution’s requirements• Structured approach is reminiscent ofmanaging an online course (may feel unusualfor f2f)• Note numerous cues for fostering integrationof f2f/online• Note emphasis on iterative design(e.g., simple design feedback collectionpunch list for next version)76
    65. 65. BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORMTask 05: Assure Quality77
    66. 66. 79
    67. 67. 80
    68. 68. 81
    69. 69. Self-Assessment/Peer Review Form• Many elements are common to courses in allmodes• Blended-specific sections– First (“Course Expectations”)– Last (“Implementation of Blended”)• Evaluate it yourself, but there’s no substitutefor a new set of eyes!• Identify a trusted colleague• Note evaluation of design vs. implementation82
    70. 70. ADDITIONAL RESOURCES
    71. 71. UCF Faculty Seminars in Online Teaching• Online/blended learning focused• Co-presented by teaching faculty and instructionaldesigner• Information-packed• 30 minutes!• Interactive webinar format• Repository of recordings and supporting resources• New topics each semesterSubscribe to mailing list to be notified ofupcoming seminarshttp://bit.ly/facultyseminars
    72. 72. Teaching Online Pedagogical Repositorya resource to support the curation of effectivepedagogical practices in online and blended coursesindividual entries include:• strategy description drawn from the pedagogicalpractice of online/blended teaching faculty• artifacts depicting the strategy from actual courses• alignment with cited findings from research orprofessional practice literatureAll released for reuse/remix underCreative Commonshttp://topr.online.ucf.edu
    73. 73. #TeachOnlinehttp://bit.ly/teach_online
    74. 74. YOUR BLENDED LEARNING NEEDSTake Action
    75. 75. Your Personal Action Plan• Reflect upon today’s session• Review your notes on BlendKit Course• Identify one or more ideas you can put intoaction• Write down how you will apply the idea• Tell one other person what you plan to do• Exchange contact info and plan to touch base
    76. 76. QUESTIONS?COMMENTS?DISCUSSION?89
    77. 77. Thanks!Kelvin Thompson, Ed.D.kelvin@ucf.eduhttp://twitter.com/kthompsohttps://profiles.google.com/drkelvinthompsonhttp://bit.ly/blendkit

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