Making the Blend: Shifting to a Hybrid Approach<br />Patricia McGee<br />November 12, JPL 3.02.34<br />
An Overview<br />√ Defining Blended<br />√ The Learner<br />√ Models and Design<br />√ Quality does Matter<br />√ Technolo...
Defining Blended<br />
Workforce Blended/Hybrid<br />Two or more forms of distinct methods of instruction, such as<br />Classroom + online<br />O...
Pew <br />
Blended 1<br />21 - 50%<br />Online with<br />commensurate <br />reduction <br />in seat time<br />Blended 3<br />81 - 99%...
Trends in blended<br />50-70% + institutions offer blended<br />Women participate and succeed in blended/online courses at...
What blended is NOT<br />NOT traditional “distance education” courses<br />Integrate face-to-face and online/outside of cl...
Learners<br />
Learner Benefits<br /><ul><li>Connectedness
Extended cognitive engagement
More effective use of traditional class time
Increased participation
Learn more
Write better, more meaningful discussions
Better mastery of concepts and application of learning
Improved higher-order skills</li></li></ul><li>Two sides of blended<br />Appeal<br />Working students, family care givers<...
<ul><li>48.9%+ (26,971) of all UCF students tae at least 1 fully online or blended course
Consistently high </li></ul>  satisfaction levels <br />  with courses<br />UCF: A Case Study<br />
Some characteristics of the generations<br />Matures (prior to 1946)<br />Dedicated to a job they take on<br />Respectful ...
Work to live
Clear & consistent expectations
Value contributing to the whole
Millennials (1981-1994)
Live in the moment
Expect immediacy of technology
Earn money for immediate consumption</li></li></ul><li>Students’ positive perceptions about blended learning<br /><ul><li>...
  Reduced logistic demands
  Increased learning flexibility
  Technology-enhanced learning</li></ul>Reduced Opportunity<br />Costs for Education<br />
Students’ less positive perceptions about blended learning<br /><ul><li>  Reduced face-to-face time
  Technology problems
  Reduced instructor assistance
  Increased workload</li></ul>Increased Opportunity<br />Costs for Education<br />
What does this mean for us?<br />
Models & Design Process<br />
Starting with what we know<br />Who are the students?<br />What is the level of course?<br />Is the focus theory or applie...
Core Considerations<br />
What is the % blend?<br />University of Central Florida mix of study modes <br />pure distance<br />face-to-face<br />betw...
Starting with a piece<br /><ul><li>Handout: Mapping your Course
Very generally, map out your F2F course from the syllabus and/or other course documents
Identify the current high level objectives in your course
ID what you do
ID what the learner does
Begin to think about selecting one chunk/module
Consider what do you and the learners currently do to meet objectives?</li></li></ul><li>Models<br />
Shifts in instructional practices..<br />Blended learning may…<br /><ul><li>Lead to using more participatory and student-c...
Transform the teacher-student relationship to be more centered on student learning
Transform the instructor role to be more facilitative and learner-centered</li></li></ul><li>Pew Foundation<br />
Hyflex Principles <br />Principle 1 – Learner Choice: Provide meaningful alternative participation modes and enable studen...
Matrix of Good Principles<br />Marjorie Martyn<br />
BabsonCollegeFastTrack MBA<br />Partnership with IBM<br />Organization:<br />50% face-to-face for 50% of time<br />30% onl...
George Mason University - ClassroomPlus MBA<br />Partnership with Northrop Grumman<br />Cohort  meet 4 times a year<br />O...
What works for you?<br />
Quality does Matter<br />
Online Quality Assurance<br />What it  is<br />A quality assurance rubric option  <br />Step-by-step guide for development...
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Making the Blend: Shifting to a Hybrid Approach

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A three hour workshop for faculty introducing blended/hybrid course design.

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  • Replacement - Example: BYU English CompositionIn this course, in-class time was reduced from three hours to one. Lectures were replaced by a series of interactive multimedia lessons. The in-class time was altered to allow for students to meet with peers in small groups. These group meetings provided students the opportunity to review their team members&apos; works and offer feedback and suggestionsEmporium -Example: Virginia Tech Linear AlgebraUsing a 500-seat computer lab and a combination of online resources (modular tutorials, streaming video, and quizzing), Virginia Tech replaced 30 traditional lecture-based course sections into one large course which served 1,500 students. The lab allowed access to students 24x7, and provided live support to students with roving instructors, teaching assistants, and peer tutors.
  • He emphasizes four core principles: learner choice, equivalency, reusability, and accessibility. More importantly, he practices what he preaches, particularly with respect to equivalency of materials for live and online students. Hyflex was built with commuting students in mind—to increase flexibility for students who may have issues getting to every single “on ground” class (such as working adults). It provides a nice framework for thinking about how to use a course management system for both live and online students effectively. To be effective, says Dr. Beatty, LMS’s must provide materials that are relevant to both live and online students, and serve as a common repository for learning materials generated in both environments. Interactions in the live and online settings of Hyflex courses are designed to mirror one another, so that as much as they can be, the live and online environments are identical. I know, I know, you naysayers are scoffing right now that making the two exactly the same is impossible. But think about it: even if it’s not true, we continue to advance closer to this goal on a daily basis as technology develops.
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  • Making the Blend: Shifting to a Hybrid Approach

    1. 1. Making the Blend: Shifting to a Hybrid Approach<br />Patricia McGee<br />November 12, JPL 3.02.34<br />
    2. 2. An Overview<br />√ Defining Blended<br />√ The Learner<br />√ Models and Design<br />√ Quality does Matter<br />√ Technology and Resources<br />
    3. 3. Defining Blended<br />
    4. 4. Workforce Blended/Hybrid<br />Two or more forms of distinct methods of instruction, such as<br />Classroom + online<br />Online + mentor or coach<br />Simulations with structured classes<br />On-the-job training + informal learning<br />Managerial coaching + eLearning<br />(Maisie, 2002, p. 59)<br />
    5. 5. Pew <br />
    6. 6. Blended 1<br />21 - 50%<br />Online with<br />commensurate <br />reduction <br />in seat time<br />Blended 3<br />81 - 99%<br />Online with<br />commensurate <br />reduction <br />in seat time<br />Blended 2<br />51 - 80%<br />Online with<br />commensurate <br />reduction <br />in seat time<br />Online<br />100%<br />Web-enhanced<br />0 - 20%<br />Blended<br />21 - 99%<br />Institutional Variations<br />
    7. 7. Trends in blended<br />50-70% + institutions offer blended<br />Women participate and succeed in blended/online courses at a higher rate than do men <br />Web 2.0 and mobile tech have higher level of integration that in ftf<br />
    8. 8.
    9. 9. What blended is NOT<br />NOT traditional “distance education” courses<br />Integrate face-to-face and online/outside of class components <br />NOT simply traditional classes with a Web site<br />Online or outside of class time replaces some classroom time<br />NOT just transferring information to the Web<br />Involves an extensive course redesign<br />NOT all alike<br />Many different formats and schedules are possible<br />
    10. 10. Learners<br />
    11. 11. Learner Benefits<br /><ul><li>Connectedness
    12. 12. Extended cognitive engagement
    13. 13. More effective use of traditional class time
    14. 14. Increased participation
    15. 15. Learn more
    16. 16. Write better, more meaningful discussions
    17. 17. Better mastery of concepts and application of learning
    18. 18. Improved higher-order skills</li></li></ul><li>Two sides of blended<br />Appeal<br />Working students, family care givers<br />Autonomy and responsibility<br />More connections with peers and instructor<br />Challenges<br />Readiness<br />Autonomy and engagement<br />Technology abilities<br />Supports<br />
    19. 19. <ul><li>48.9%+ (26,971) of all UCF students tae at least 1 fully online or blended course
    20. 20. Consistently high </li></ul> satisfaction levels <br /> with courses<br />UCF: A Case Study<br />
    21. 21. Some characteristics of the generations<br />Matures (prior to 1946)<br />Dedicated to a job they take on<br />Respectful of authority<br />Place duty before pleasure<br />Baby boomers (1946-1964)<br />Live to work<br />Generally optimistic<br />Influence on policy & products<br /><ul><li>Generation X (1965-1980)
    22. 22. Work to live
    23. 23. Clear & consistent expectations
    24. 24. Value contributing to the whole
    25. 25. Millennials (1981-1994)
    26. 26. Live in the moment
    27. 27. Expect immediacy of technology
    28. 28. Earn money for immediate consumption</li></li></ul><li>Students’ positive perceptions about blended learning<br /><ul><li> Convenience
    29. 29. Reduced logistic demands
    30. 30. Increased learning flexibility
    31. 31. Technology-enhanced learning</li></ul>Reduced Opportunity<br />Costs for Education<br />
    32. 32. Students’ less positive perceptions about blended learning<br /><ul><li> Reduced face-to-face time
    33. 33. Technology problems
    34. 34. Reduced instructor assistance
    35. 35. Increased workload</li></ul>Increased Opportunity<br />Costs for Education<br />
    36. 36. What does this mean for us?<br />
    37. 37. Models & Design Process<br />
    38. 38. Starting with what we know<br />Who are the students?<br />What is the level of course?<br />Is the focus theory or applied?<br />Is the course a foundation or advanced?<br />
    39. 39.
    40. 40. Core Considerations<br />
    41. 41. What is the % blend?<br />University of Central Florida mix of study modes <br />pure distance<br />face-to-face<br />between 90–10 and 10–90 (Brown, 2001) . <br />Time per course (semester): 90-135 hours<br />
    42. 42. Starting with a piece<br /><ul><li>Handout: Mapping your Course
    43. 43. Very generally, map out your F2F course from the syllabus and/or other course documents
    44. 44. Identify the current high level objectives in your course
    45. 45. ID what you do
    46. 46. ID what the learner does
    47. 47. Begin to think about selecting one chunk/module
    48. 48. Consider what do you and the learners currently do to meet objectives?</li></li></ul><li>Models<br />
    49. 49. Shifts in instructional practices..<br />Blended learning may…<br /><ul><li>Lead to using more participatory and student-centered learning activities
    50. 50. Transform the teacher-student relationship to be more centered on student learning
    51. 51. Transform the instructor role to be more facilitative and learner-centered</li></li></ul><li>Pew Foundation<br />
    52. 52. Hyflex Principles <br />Principle 1 – Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically).<br />Principle 2 – Equivalency: Provide equivalent learning activities in all participation modes.<br />Principle 3 – Reusability: Utilize artifacts from learning activities in each participation mode as learning resources (“learning objects”) for all students.<br />Principle 4 – Accessibility: Equip students with technology skills and enable full access to instructional resources and activities in all participation modes.<br />Brian Beatty, SFU<br />
    53. 53. Matrix of Good Principles<br />Marjorie Martyn<br />
    54. 54. BabsonCollegeFastTrack MBA<br />Partnership with IBM<br />Organization:<br />50% face-to-face for 50% of time<br />30% online team collaboration<br />20% viewing content-rich DVD-based lectures and presentations<br />Tools: Blackboard, Elluminate, blogs, wikis, Turnitin plagiarism deterrent, and Brownstone assessment tools<br />Faculty participation is publicly rewarded<br />
    55. 55. George Mason University - ClassroomPlus MBA<br />Partnership with Northrop Grumman<br />Cohort meet 4 times a year<br />Organization:<br />50% face-to-face and online<br />Tools: Webex, Blackbord<br />
    56. 56. What works for you?<br />
    57. 57. Quality does Matter<br />
    58. 58. Online Quality Assurance<br />What it is<br />A quality assurance rubric option <br />Step-by-step guide for development <br />Checklist for developed courses<br />Ensure alignment <br />Student perspective <br />What it covers<br />Course Overview & Introduction<br />Learning Objectives/Competencies<br />Assessment & Measurement<br />Resources & Materials<br />Learner Interaction<br />Course Technology<br />Learner Support<br />Accessibility<br />
    59. 59. What’s missing? <br />Learner support<br />Student services<br />Library<br />Technology<br />Accessibility<br />ADA standards<br />Alternatives <br />Course overview/introduction <br />Getting started<br />Course purpose and components<br />Online format introduction<br />Etiquette<br />Introductions<br />Prerequisites <br />Technology skills <br />
    60. 60. Applying the Rubric <br />Using the Online Course Review Rubric handout<br />Identify one rubric area (i.e., technology, learning objectives, assessment) <br />Go to wiki and Course Examples<br />http://blendedcoursedesign.pbworks.com/<br />Review 1-2 courses to identify a best practice or strategy<br />Share <br />
    61. 61. Starting the design<br />
    62. 62. The 10 Questions<br />
    63. 63. Fundamental Decisions<br />Shaw, P. P. (2007) Towards a conceptual framework for learning. In A. Picciano & C. Dziuban (Eds). Blended learning: Research perspectives. Sloan C. <br />Shank. P. (ed.) (2007). The online learning Idea book: 95 proven ways to enhance technology-based and blended learning. John Wiley & Sons, Inc. <br />
    64. 64. Intervals?<br />Time needed to process new information<br />Time needed to prepare processed information<br />Time needed to respond (synchronous events)<br />Recommendation: Provide time estimates for assignments and asynchronous activities.<br />
    65. 65. Example Intervals<br />Principle<br />Time is needed to process new information<br />Time is needed to prepare processed information<br />Time is needed to respond (synchronous events)<br />Application<br />Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days)<br />Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week)<br />In chat, count to 10 before responding<br />
    66. 66. Example: Blend<br />
    67. 67. Example: “Assignment” Chunking <br />BENCHMARK<br />
    68. 68. Mapping your course Part 2<br />Consider what you might place outside of class<br />Draft an idea of ftf, in class, and the blend<br />
    69. 69. Learning Design<br />Frameworks<br />Case-based<br />Scenario-based<br />Role-play<br />Simulation<br />Debate<br />Inquiry<br />Performance<br />Strategies<br />Deep discussion<br />Self-assessment<br />Benchmarks<br />Learning teams/circles<br />Presentations/leading<br />Field work<br />
    70. 70. Varied Interaction<br />DOING supports learning, particularly when learning outside of a classroom.<br />Interaction decreases students' sense of isolation while participating in a course at a distance.<br />Interaction can support divergent thinking but can hinder convergent thinking.<br />Social presence is related to learning. Interaction supports social presence.<br />(Swann, 2004)<br />
    71. 71. Adding interaction<br />Review Interaction handout<br />From Part 2, draft ideas for interaction for one component<br />
    72. 72. What happens when???<br />
    73. 73. Technology Resources<br />
    74. 74. Example: Inside a Bb course<br />http://jolt.merlot.org/vol3no1/larson-daugherty.htm<br />
    75. 75. http://jolt.merlot.org/vol3no1/larson-daugherty.htm<br />
    76. 76. http://jolt.merlot.org/vol3no1/larson-daugherty.htm<br />
    77. 77. Consider Digital “Pedagogies”<br />
    78. 78. Applications<br />Learning Teams<br />Learning Circles<br />Communities of Learning<br />Networks<br />Competitions/Contests<br />
    79. 79. Based on work in session 2, consider what students are doing<br />Examine tools and note those that might work <br />http://elearningtools.wetpaint.com<br />EXPLORE<br />
    80. 80. Bloom’s & Technology<br />
    81. 81. Next steps<br />
    82. 82. What are …<br />Your plans?<br />Your ‘perfect world’ scenarios”<br />Your goals?<br />

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