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Making the Blend: Shifting to a HybridApproachDr. Patricia McGeePatricia.email@example.comJanuary 21, 2010Texas A&M San Antonio
An Overview1. Defining Blended2. The Learner3. Models and Design4. Quality does Matter5. Technology & Resources
Getting to know you… Group into like disciplines Two groups: 1) have taught blended (2) have not taught blended Line up in order of number of pieces of technology you carry with you from least to most. Line up in order of how comfortable you are with teaching with technology from least to most.
I am best at groups: Teaching Technology Designing Curriculum
Proportion of Content Type of Typical Description Delivered Online Course Traditional Course with no online technology used —0% content is delivered in writing or orally. Web Course which uses web-based technology to1 to 29% facilitate what is essentially a face-to-face Facilitated course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example.30 to 79% Blended/Hyb Course that blends online and face- rid to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. Online A course where most or all of the content is80+% delivered online. Typically have no face-to- face meetings. Pew
Workforce Blended/HybridTwo or more forms of distinct methods of instruction, such as Classroom + online (traditional blended) Online + mentor or coach (e.g., independent study) Simulations with structured classes (e.g., Second Life™ and FTF) On-the-job training + informal learning (e.g.., internships) Managerial coaching + eLearning (e.g., practicum) (Maisie, 2002, p. 59)
Trends in blended 50-70% + institutions offer blended Women participate and succeed in blended/online courses at a higher rate than do men Web 2.0 and mobile tech have higher level of integration that in F2F
• Contact timeInstitutional • PoliciesChallenges • Wrong reasons • New models • Course and a half Instructor • Reliance on F2FChallenges • Replicate F2F pedagogy • Course „fit‟ • Readiness Learner • Autonomy and engagementChallenges • Technology abilities • Supports
What blended is NOT NOT traditional “distance education” courses Integrate face-to-face and online/outside of class components NOT simply traditional classes with a Web site Online or outside of class time replaces some classroom time NOT just transferring information to the Web Involves an extensive course redesign NOT all alike Many different formats and schedules are possible
Learner Benefits 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
Two sides of blendedAppeal Challenges Working students, family Readiness care givers Autonomy and Autonomy and engagement responsibility Technology abilities More connections with peers and instructor Supports
UCF: A Case Study 48.9%+ (26,971) of all UCF students take at least 1 fully online or blended course Consistently high satisfaction levels with courses
Are learner‟s different?Learning style?Discipline?Campus culture?Sex?Generation?
Some characteristics Matures (prior to 1946) Generation X (1965-1980) Dedicated to a job Work to live they take on • Clear & consistent Respectful of authority expectations Place duty before • Value contributing to the pleasure whole Baby boomers (1946- Millennials (1981-1994) 1964) • Live in the moment Live to work • Expect immediacy of Generally optimistic technology Influence on policy & Earn money for immediate products consumption
The generations in blended courses 60% 54% 50% 40%Percent 33% 30% 20% 15% 10% 1% 0% Mature Boomer Gen X Millennial (N=18,732)
Students very satisfied with BL by generation 60% 57% 50% 41% 40%Percent 33% 30% 20% 10% 0% Boomer Gen X Millennial (N=491)
Changed approach to learning by generation 60% 50% 50% 40% 38%Percent 30% 20% 20% 10% 0% Boomer Gen X Millennial (N=491)
Web definitely made interaction easier 60% 50% 42% 40% 35%Percent 30% 20% 12% 10% 0% Boomer Gen X Millennial (N=491)
What does this mean for us? Careful attention to learner preparedness and preparation Careful organization and explanation of course Careful selection of scope of course content and activities Careful setting of course standards and expectations
Biggest challenges Building a course and a half Reliance on F2F Replicating F2F pedagogy Course „fit‟ for blended design
Starting with the1. Course objectives?2. FTF or online?3. Challenge & engage?4. Asynchronous?5. The blend of FTF & online?6. Stay on task?7. % of breakdown8. Weight of FTF & Online?9. Support & maintenance?10.Course and a half? p. 2
What is the % blend? University of Central Florida mix of study modes pure distance face-to-face between 90–10 and 10–90 (Brown, 2001) . Time per course (semester): 90-135 hours
Start with objectives What students are expected to be able to do by the end of the course High level objectives: Create a readable geographical map Write a clear, coherent and well supported narrative Use parts of speech and writing conventions to express ideas, opinions, and arguments Solve algebraic equations correctly Defend decisions about legal actions
Starting with what you do now • Handout: Mapping your Course • Start with general objectives that are key to the course • Note activities & assignments that are associated with these objectives: – How could these be conducted in alternative ways? – What can the learner do to actively learn? • Notealternatives for assessment • How can meetings, activities, assignments & assessments be connected in different modes? p. 8
Blended courses may…◦ Lead to using more participatory and student-centered learning activities◦ Transform the teacher- student relationship to be more centered on student learning◦ Transform the instructor role to be more facilitative and learner- centered
Design 1st eMail Chat Online Discussion LastPrinciples class Quizzes class FTF FTF1. Student -Faculty X X X X Design by ActivityInteraction2. Student-Student X X X XInteraction3. ActiveLearning X X X X X4. PromptFeedback X X X X5. Time onTask X6. HighExpectations X7. RespectDiverse XTalents Marjorie Martyn
Hyflex Principles Principle 1 – Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically). Principle 2 – Equivalency: Provide equivalent learning activities in all participation modes. Principle 3 – Reusability: Utilize artifacts from learning activities in each participation mode as learning resources (“learning objects”) for all students. Principle 4 – Accessibility: Equip students with technology skills and enable full access to instructional resources and activities in all participation modes. Brian Beatty, SFU
BabsonCollegeFastTrack MBA Partnership with IBM Organization: 50% F2F 30% online team collaboration 20% viewing content-rich DVD-based lectures and presentations Tools: Blackboard™, Elluminate™, blogs, wikis, Turnitin™ plagiarism deterrent, and Brownstone™ assessment tools Faculty participation is publicly rewarded
George Mason University -ClassroomPlus MBA Partnership with Northrop Grumman Cohort meets 4 times a year Discussion and case-based Organization: 50% F2F and 50% online Tools: Webex™, Blackbord™
UTSA,Distance Learning http://faculty.coehd.utsa.edu/pmcgee/distance/calend ar.htm Meet F2F for first 5 weeks Online remaining 10 weeks Students „teach‟ assigned chapter with activities, assignment & assessment Blackboard™, Wimba™, Google Docs™, wiki, video conferencing
SMC, Spanish 1 Class Meetings: You are expected to attend class on campus once a week. The mandatory meeting is for face-to-face interaction and for testing, with a quiz or an exam scheduled every week. If you cannot attend all of the weekly meetings in their entirety, you should not be taking this course! Lab Requirement: To meet the lab requirement, you must arrange to log half an hour a week at your convenience in the Language Lab. You will be asked to access specialized language programs available in the lab and to make and save recordings on the lab servers. Online Activities: You are expected to visit the course websites at least four times a week - but ideally, once a day. There you will find assignments, lecture materials, interactive exercises and text and voice discussions that can be accessed at your convenience, as well as chat and conference tools for scheduled online meetings with your instructor and your classmates.
ISU, School Law Weekly, real time, problem-based chats per learning team Team response sent to instructor by 6 PM Individual responses sent to instructor by 9 AM next day Discussions over readings Online – foundation information In Class – complex, ill-structured Decision-making and problem solving Annotated web searches Case-based challenges- presented in class
Online Quality AssuranceWhat it is What it covers A quality assurance Course Overview & Introduction rubric option Learning Step-by-step guide for Objectives/Competencie s development Assessment & Checklist for Measurement developed courses Resources & Materials Learner Interaction Ensure alignment Course Technology Student perspective Learner Support Accessibility
Applying the Rubric Using the Online Course Review Rubric handout Identify one rubric area (i.e., technology, learning objectives, assessment) Go to wiki and Course Examples http://blendedcoursedesign.pbworks.com/ Review 1-2 courses to identify a best practice or strategy Share p. 4
Continuum Synchronous Asynchronous Decisions Fundamental Cohort Self-paced Local Participants Distant Participants Online F2F Text-based Multi-modal Collaborative Cooperative Structured (formal) Unstructured (informal) Pre-designed Learned-designedShaw, P. P. (2007) Towards a conceptual framework for learning. In A. Picciano& C. Dziuban (Eds). Blended learning: Researchperspectives. Sloan C.Shank. P. (ed.) (2007). The online learning Idea book: 95 proven ways to enhance technology-based and blended learning. John Wiley& Sons, Inc.
Intervals?1. Time needed to process new information2. Time needed to prepare processed information3. Time needed to respond Recommendation: Provide time estimates for assignments and asynchronous activities.
Example IntervalsPrinciple Application1. Time is needed to 1. Read (2 hours), watch (20 process new information min., discuss (1 hour chat) the chapter on social conflict (over 3 days)2. Time is needed to prepare processed 2. Create a Voicethread™ information that illustrates your position on the causes of and3. Time is needed to solutions for social conflict respond (synchronous (1 week) events) 3. In chat, count to 10 before responding
Varied InteractionDOING supports learning,particularly when learning Instructoroutside of a classroom.Interaction decreasesstudents sense of isolationwhile participating in acourse at a distance. Resources PeersInteraction can supportdivergent thinking but canhinder convergent thinking.Social presence is related tolearning. Interactionsupports social presence. Content (Swann, 2004)
Adding interaction Review Interaction handout Discuss ideas that you can use as part of your blend ideas for interaction for one component pp. 10-15
What happens when students lurk http://redwing.hutman.net/~mreed/warriorshtm/lurker.htm
Most Blended Courses use Web 2.0 In or out of class Provide ownership, just-in-need access, Typically free! Focus: Exploration, practice, collaboration & construction of knowledge
What arethey? My MOST favorite tool? My LEAST favorite tool? Most CHALLENGING tool?
Web 2.0 Design Process1. Determine instructional need/objective/outcome2. Determine what students need to do in order to: Be exposed to material Achieve objective Practice Demonstrate what they have learned3. Select tool(s)4. Design and development instructional steps
Collaborative ConceptAudioblogs Backchannel Blogs Writing Mapping LearningConference ePortfolios IM Mashups Objects Social Social Podcasts Presentations RSS Bookmarking NetworkingVideocasts Video Video Editing VCOP Virtual Worlds Vlogs Webcam Wikis