Bring Out Their Best as You Bring Your Own Blend


Published on

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

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Bring Out Their Best as You Bring Your Own Blend

  1. 1. Bring Out Their Best as YouBring Your Own BlendKelvin Thompson, Ed.D.University of Central FloridaThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 UnportedLicense. Portions of this work are adapted from the work of others with permission and are attributedappropriately in context.@kthompso #bringmyblend
  2. 2. Coney Island Mermaid Parade 2009 – 40 by Anthony Catalano on FlickrCC BY-NC-SA 2.0 License
  3. 3. 2007 Disney Weekends #1: Chewbacca by starwarsblog on FlickrCC BY 2.0 License
  4. 4. Nerd Brigade by JL Watkins on FlickrCC BY 2.0 License
  5. 5. Star Wars Weekends 2011-Last Day by Gordon Tarpley on FlickrCC BY 2.0 License
  6. 6. DIY light-saber, Tomorrowland, Disneyland, CA, USA 1.JPG by CoreyDoctorow on Flickr CC BY-SA 2.0 License
  7. 7. Multiple ApproachesTech EnabledF2F + OnlineWeb EnhancedFlip ClassReduced Seat TimeMandated “Recipes”“Blended”
  8. 8. Technologies InformationHuman Interaction
  9. 9. NetworkedTechnologiesInformationAbundanceHuman Interaction
  10. 10. NetworkedTechnologiesDigitalInformationAbundanceHuman Interaction
  11. 11. NetworkedTechnologiesDigitalInformationAbundanceHuman Interaction
  12. 12. InnovationsDisruptive• Technology-enabled• New definition of “good”• Different services/productsto new customers• Example: Electric carSustaining• Technology-enabled• Same definition of “good”• Better services/products tobest customers• Example: Hybrid carChristensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learningdisruptive? An introduction of the theory of hybrids. San Francisco: ChristensenInstitute. Available online
  13. 13. Characteristics of “Hybrids” Sustaining Disruption1. Includes both the old and new technology.2. Targets existing customers.3. Performance hurdle required to delightexisting customers is quite high. Hybrid mustdo the job at least as well as the incumbentproduct on its own, as judged by the originaldefinition of performance.4. Tends to be less “foolproof ” than adisruptive innovation.Christensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learningdisruptive? An introduction of the theory of hybrids. San Francisco: ChristensenInstitute. Available online
  15. 15. UCF Student Evaluation Protocol• Feedback• Interest in learning• Use of class time• Organization• Continuity• Pace of course• Assessment of yourprogress• Texts and supplementalmaterial• Description of objectives• Communication• Expression ofexpectations• Availability to assist• Respect and concern• Stimulation of interest• Facilitation of learning• Overall assessment
  16. 16. Facilitation of learningCommunication of ideasExcellent Very Good Good Fair PoorThen...The probability of an overall rating of Excellent = .97 &The probability of an overall rating of Fair or Poor =.00If...A Decision Rule for the Probability of UCF Faculty MemberReceiving an Overall Rating of Excellent (n=1,280,890)Respect and concern forstudentsUsed with Permission. UCF Research Initiative for Teaching Effectiveness
  17. 17. UCF Course Evaluation RatingsCourse Modality % Overall“Excellent”Blended 52%Fully Online 48%Face to Face 48%Lecture Capture (with classroom) 44%Lecture Capture (no classroom) 42%N = 913,688Used with Permission. UCF Research Initiative for Teaching Effectiveness
  18. 18. UCF Success Rates by ModalityFall 2009 through Summer 201187 88 88 87 879191 91 91 90 909489 88 88 88 88 890102030405060708090100Fall 09 Spring 10 Summer 10F2F(n=665,209)Blended(n=56,316)Fully online(n=150,834)PercentFall 10 Spring 11 Summer 11Used with Permission. UCF Research Initiative for Teaching Effectiveness
  19. 19. UCF Withdrawal Rates by ModalityFall 2009 through Summer 20113 3 2 3 3 23 3 1 3 3 24 5 4 5 4 40102030405060708090100Fall 09 Spring 10 Summer 10F2F(n=743,418)Blended(n=56,874)Fully online(n=150,943)PercentFall 10 Spring 11 Summer 11Used with Permission. UCF Research Initiative for Teaching Effectiveness
  20. 20. UCF Faculty Willingness to TeachWeb/Blended Courses in the FuturePositiveNeutralornegativeOnlinen=71Blendedn=53Modality81%16%2%69%13%10%6% 4%DefinitelyProbablyProbably notDefinitely notUsed with Permission. UCF Research Initiative for Teaching Effectiveness
  21. 21. Amount of interaction in UCF Online ClassesCompared to Comparable F2F SectionsMoreinteractionEqualto orless thanOnlinen=55BlendedN=40Modality13%45%16%15%62%30%2%7%8%3%IncreasedSomewhatincreasedAbout the sameSomewhatdecreasedDecreasedUsed with Permission. UCF Research Initiative for Teaching Effectiveness
  22. 22. Quality of Interaction in UCF Online ClassesCompared to Comparable F2F SectionsBetterinteractionEqualto orless thanOnlinen=55BlendedN=43Modality22%30%33%19%35%37%9%2%14%IncreasedSomewhatincreasedAbout the sameSomewhatdecreasedDecreasedUsed with Permission. UCF Research Initiative for Teaching Effectiveness
  24. 24. Hallowell’s Human Moments by kthompso404 on Flickr CC BY 2.0 License
  25. 25. Non-scored activityScored activityA Range of Student EngagementA Range of Student Engagement by Dr. Kelvin Thompson available at is licensed under a Creative CommonsAttribution-NonCommercial-ShareAlike 3.0 Unported License. See
  26. 26. From Design to OutcomesCourse designCourse syllabusCourse assignmentsStudent reflectionsHuman momentsInvisible to studentsArticulated to studentsExperienced by students “learning”Internalized by studentsRemembered by students
  27. 27. ContentInteractionAssessment
  28. 28. ContentInteractionAssessment
  29. 29. ContentInteractionAssessment
  30. 30. ContentInteractionAssessment
  31. 31. ContentInteractionAssessment
  32. 32. MOOCOpen Educational Resources(OER)Open CourseWare(OCW)Open LearningiTunesUpodcastsscreencastsonline courseblendedhybridvirtual worldsSecond Lifeflipped classPersonal LearningNetwork (PLN)TwitterTED TalksYouTubeGoogle WikipediawikisblogsRSSYahoo Pipeshtml
  33. 33. TechnologiesIn-Depth Look at Four• Free!• Fairly dependable• Useful in all modalities• Mobile-friendly• Range of usesSurvey of Many• Most free• Some single function– Interaction– Assessment– Content
  34. 34. Read More About ItReading List: Rehumanizing Through Technologies List of Technologies
  35. 35. TED-Ed
  36. 36. Flickr
  37. 37. Twitter
  38. 38. Diigo
  39. 39. Implementation Issues
  40. 40. BYOD?• Some studies indicate that 95% of collegestudents bring cell phones to class each day- May, 2012• Nationwide, 88% of adults have cell phones withthe majority (55%) using for internet access• 61% of US adults own a laptop computer- Pew Internet & American Life Project, 2012
  41. 41. Ethical/Legal Issues• Privacy• FERPA• Accessibility
  42. 42. FERPA Recommendations• Assume conservative FERPA interpretation• All official communications (including grades)in CMS• FERPA/Web2.0 statements in coursedocuments• No required personally identifiable informationon public web
  43. 43. Accessibility Recommendations• Adopt a “universal design for learning” mindset.• Assume you will have accommodation needs.– Select new media/technologies with accessibility in mind.– Think: “What will I do differently to make old accessible?• Plan A: Do that now (e.g., script everything).• Plan B: Be prepared to take action when needed.• Assume that it is all up to you.– Educate yourself.– Take initiative.– Be grateful when help is available.
  44. 44. Cautions• Time commitment (beware of diminishingreturns)• Some students resist “active learning”• Your results may vary– Strive for balance– Keep It Simple Starting (KISS)
  45. 45. START WHERE YOU AREPractical Action Step Ideas
  46. 46. Challenges to Consider1. Start teaching with networked technologies and information2. Look for ways to make technologies RE-humanizing ratherthan de-humanizing3. Foster active, higher-level learning4. Model human interactions via technology5. Design learning activities in which students meaningfullyinteract via technologies6. Become a learner within digital info-abundant environment7. Learn to surf the (info) wave8. Learn when to use/re-mix information resources9. See knowledge/learning as “perpetual beta”
  47. 47. Start teaching with networkedtechnologies and information• Web-enhanced courses• “Flipped” courses• Blended courses• Online coursesNeed help starting or want ideas to share withcolleagues?
  48. 48. 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 seminars
  49. 49. 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 Commons
  50. 50. • 30+ published strategies relevant to online and blendedcourses• New strategies added/updated regularly• Categorized by Content, Interaction, or Assessment• Get ideas for your blended or online course design!
  51. 51. #TeachOnline
  52. 52. http://BlendedLearningToolkit.orgAn open educational resource (OER) sitecontaining:– 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.
  53. 53. BlendKit Course Materials• Instructional modules• BlendKit Reader• Do-It-Yourself design tasks• Recordings of interdisciplinary facultyinterviews• Recordings of online webinar discussions withfaculty cohorts
  54. 54. BlendKit2013• Open, online course built around BlendKitCourse materials– Dates TBA (five weeks this fall)– Facilitative communications– Weekly webinars– Interaction opportunities among cohort– Choose your own participation level• To Register or to Subscribe to Mailing List:
  55. 55. Look for ways to make technologies RE-humanizing rather than de-humanizing• give every student a voice via technology(e.g., discussionforum, blog, VoiceThread, BYOT/D)• give everyone access via technology (practiceUniversal Design for Learning; anticipateaccommodations)• take an assignment and make it social viatechnology (e.g., not just an audience of one;not just locked up in a course managementsystem)
  56. 56. Foster active, higher-level learning• Focus on learning outcomes– Learner-centered?– Appropriately higher-level?– Prioritized with emphasis on important outcomes?– Opportunities for new authentic assessment? (hands-on projects using digital content)• Practice “Backward Design” from the middle– Select successful activity  DIVASee
  57. 57. Model human interactions viatechnology– Beware of written messages that “zap.”– Express interest/concern.– Consider audio.– “Thanks for asking, John.”– “If you have any questions or concerns, please letme know.”– “I noticed…. Is there something going on aboutwhich I should be aware?”
  58. 58. Design learning activities in whichstudents meaningfully interact viatechnologiesMake substantive and humane interactions anexpectationSample Guidelines• Be courteous andconsiderate.• If you are replying tosomeone elsesposting, include a relevantexcerpt• "Sign" your comments forcontext.• Post a response toquestions others ask of you
  59. 59. Become a learner withindigital info-abundant environment• Know where to find (relevant) info– Google?– Social bookmarking (Diigo or Delicious)– Subscription databases• Form/engage with a Personal LearningNetwork (PLN)• Professional conferences good starting point(e.g., resource sharing via official channels &Twitter back channel)
  60. 60. Learn to surf the (info) wave• Information as a flow or stream– See danah boyd– Choose: fight, float, or navigate (McCarthy, 1991)• Practice: Consuming, Curating, Contributing– Establish access point(s) (e.g., Twitter)– Take in, screening for relevance– Mark for later use (e.g., “Favorite” in Twitter)– Retrieve when needed
  61. 61. Help students learn withindigital info abundant environment• Design activities for students to:Consume, Curate, Contribute– Model your own practice– Establish a mini-Personal Learning Network (PLN)– Set expectations (and scoring criteria?) for on-goingactivity– Encourage students to spin off their own PLN• Scaffold with supporting resources– Align with learning objectives– Provide examples– Link to how-to guides/tutorials
  62. 62. Learn when to use/re-mixinformation resources• Integrate an array of slower-to-faster web-based resources in course materials– Textbook : Modules : Diigo Group : Info Stream• Wrestle with ethics of academic citation andlegality of licensed content re-use– APA issue or copyright (or Creative Commons)issue?• Become a content re-mixer• Encourage students to become re-mixers
  63. 63. See knowledge/learning as“perpetual beta”• Resist students’ (and your) expectations fordependable step-by-step instructions• Scaffold for success butproblematize/empower learners– High challenge, low stress activities– Be there when you need them– Hold them accountable (with encouragement)
  64. 64. Toward Your Signature Blend:Personal Action Plan• Reflect upon today’s session• Identify at least one idea 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
  65. 65. Students Are… by kthompso404 on Flickr CC BY 2.0 License
  66. 66. ContactKelvin Thompson, Ed.D.kelvin@ucf.edu to BlendKitMailing List