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

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

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Slides from featured workshop at Long Island University's 2013 Summer Teaching with Technology Institute

Slides from featured workshop at Long Island University's 2013 Summer Teaching with Technology Institute

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

  • 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.
  • What brought you here today?
  • Agenda• Blended Learning @ UCF• Blended Learning Toolkit• Your Blended Learning Needs• BlendKit Course Tour (detailed)• Your Blended Learning Plan
  • 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 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
  • 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” Main CampusStudents43,466“Live” RosenCampus Students2,446WebStudents11,514“Live”RegionalStudents4,800
  • 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
  • 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
  • 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
  • Blended Learning at UCFBlended Learning 2009-2010Academic YearTotals since2002Sections 681 5,031Registrations 24,241 160,860Student Credit Hours (SCH) 70,438 476,823
  • 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
  • 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
  • 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
  • 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
  • Faculty Willingness to TeachWeb/Blended Courses in the FuturePositiveNeutralornegativeOnlinen=71BlendedN=53Modality81%16%2%69%13%10%6% 4%DefinitelyProbablyProbably notDefinitely not
  • 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, models, and coursedesign principles.– Two OER prototype courses in Composition andAlgebra.– Faculty development resources– Assessment and data collection protocols, includingsurvey instruments and standards.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
  • 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
  • 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 course(s) after today’sworkshop• Refer your colleagues to any helpful resourcesyou know
  • 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 at least 2 sub-tasks each• Substantive in specificity!http://bit.ly/blendkit_diy28
  • 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
  • COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course30
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  • 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
  • MIX MAPTask 01: Conceptualize Your Blended Course37
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  • 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
  • CREATE COURSE DOCUMENTDRAFTSTask 02: Design for Interaction42
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  • 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
  • MODULE INTERACTIONWORKSHEETTask 02: Design for Interaction48
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  • 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
  • ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning54
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  • 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
  • CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning59
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  • 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
  • CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages63
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  • 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
  • MODULE TEMPLATETask 04: Develop Content/Assignment Pages69
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  • 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
  • BLENDED COURSEIMPLEMENTATION CHECKLISTTask 05: Assure Quality73
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  • 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
  • BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORMTask 05: Assure Quality77
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  • 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
  • ADDITIONAL RESOURCES
  • 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
  • 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
  • #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 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
  • QUESTIONS?COMMENTS?DISCUSSION?89
  • Thanks!Kelvin Thompson, Ed.D.kelvin@ucf.eduhttp://twitter.com/kthompsohttps://profiles.google.com/drkelvinthompsonhttp://bit.ly/blendkit