Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner <br />Veronica...
http://www.slideshare.net/drvdiaz/blend10-presentation <br />
Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <b...
Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <b...
Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <b...
Hybrid Learning Meets <br />Web 2.0: (re)Designinga Hybrid Course with Emerging Technologies <br />for Today’s Learner <br />
Today’s Learner<br />Hybrid Learning Meets Web 2.0<br />
Student computer/device/technology ownership<br />Student technology skills<br />How students like to learn with technolog...
ECAR Study of Undergraduate Students and Information Technology: 2009<br />ECAR Study of Undergraduate Students and Inform...
Blended Learning and Today’s Learner<br />A good match for student’s visual, exploratory, participative learning preferenc...
Making the case for emerging technology<br />Hybrid Learning Meets Web 2.0<br />
Social networking sites <br />Video <br />Podcasting <br />Blogs<br />Wikis<br />Social bookmarking<br />Document sharing<...
1-2%<br />2-5%<br />5-10%<br />10-15%<br />15% +<br />What percentage of your students are active in using Web 2.0 tools?<...
Technology Adoption Lifecycle<br />http://techticker.net/2008/06/06/technology-adoption-lifecycle/<br />
Tool Characteristics<br />
Tool Characteristics<br />
Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg<br />
Mapping Web 2.0 to 21st Century Skills<br />Active engagement<br />Knowledge creation <br />Independent learning <br />Ref...
Web 2.0 Classifications<br />
Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy<br />
Source:http://www.c4lpt.co.uk/Directory/index.html<br />
http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary<br />
Michael Wesch: Mediated Cultures Course Site<br />
Web 2.0 Tool Videos<br />Blogs<br />Wikis<br />Social bookmarking<br />Social networking<br />Social media<br />RSS<br />P...
Reengineering the course<br />Hybrid Learning Meets Web 2.0<br />
Blended learning process <br />NCAT Successful Course <br />Redesign Principles<br />Redesign the whole course.<br />Encou...
Redesign Work<br />Defining the blend (as an instructor and as an institution)<br />Rethinking how to use class time<br />...
Redesign Work<br />Defining the blend (as an instructor and as an institution)<br />Rethinking how to use class time<br />...
Quality Assurance & Alignment<br />Quality Matters standards and alignment:<br />Course Overview and Introduction<br />Lea...
Technology: enriching instruction and learner interactivity<br />The tools and media support the learning objectives of th...
Supporting the faculty with  emerging technology<br />Hybrid Learning Meets Web 2.0<br />
Yes<br />No<br />Is your institution surveying the learning technology tools the faculty is using?<br />
Our institution is supporting Web 2.0 through faculty development efforts<br />Yes<br />No<br />
Web 2.0 Institutional Support<br />Within the institution<br /><ul><li>Less, but most popular/common tools
Tool selection</li></ul>Out of the institution<br /><ul><li>Supporting Web 2.0 with Web 2.0ish support</li></li></ul><li>A...
Maricopa’s Web 2.0 Faculty Development Series<br />
Doing Innovation Right<br />Stages of Innovation <br />Tips & Tricks <br />Experimentation<br />Extension and transition<b...
Emerging Technology Challenges <br />The technology-adoption cycle<br />Lack of integrated technology tools <br />Learners...
Web 2.0 and Affordances with Students<br />Students are more comfortable with and have a tolerance for “figuring” out the ...
Selecting and Implementing Emerging Technologies <br />Know who/where you are and who/where you want to be [roadmap]<br />...
Implementation Best Practices <br />Ongoing institutional commitment to the redesign<br />Initial and ongoing faculty cons...
Supporting the Faculty <br />Release time: 1-2 semesters <br />Role models and examples <br />Learning technologies<br />D...
Supporting the Faculty <br />Release time: 1-2 semesters <br />Role models and examples <br />Learning technologies<br />D...
Technology and the challenges and choices?<br />
How will you ensure that your hybrid courses and corresponding technology use is of high quality?<br />What organizational...
http://www.educause.edu/blendedlearning<br />
Veronica M. Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative<br />EDUCAUSE<br />vdiaz@educause.edu<br /...
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Closing plenary delivered at the Sloan-C Blended Learning Conference in April 2010.
http://www.sloanconsortium.org/blended

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  1. 1. Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner <br />Veronica Diaz, PhD<br />Associate Director, EDUCAUSE Learning Initiative, EDUCAUSE<br />Sloan-C Blended Conference and Workshop<br />Chicago, IL :: April 2010<br />
  2. 2.
  3. 3. http://www.slideshare.net/drvdiaz/blend10-presentation <br />
  4. 4. Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <br />
  5. 5. Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <br />
  6. 6. Hybrid Learning Meets <br />Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies <br />for Today’s Learner <br />
  7. 7. Hybrid Learning Meets <br />Web 2.0: (re)Designinga Hybrid Course with Emerging Technologies <br />for Today’s Learner <br />
  8. 8. Today’s Learner<br />Hybrid Learning Meets Web 2.0<br />
  9. 9. Student computer/device/technology ownership<br />Student technology skills<br />How students like to learn with technology <br />Students’ preferences for amount of IT in courses<br />Students and specific emerging technologies, like mobile technology <br />Our institution collects data on…<br />
  10. 10. ECAR Study of Undergraduate Students and Information Technology: 2009<br />ECAR Study of Undergraduate Students and Information Technology: 2008<br />
  11. 11.
  12. 12.
  13. 13.
  14. 14.
  15. 15.
  16. 16. Blended Learning and Today’s Learner<br />A good match for student’s visual, exploratory, participative learning preferences<br />Opportunities for improved student engagement and achievement<br />
  17. 17. Making the case for emerging technology<br />Hybrid Learning Meets Web 2.0<br />
  18. 18. Social networking sites <br />Video <br />Podcasting <br />Blogs<br />Wikis<br />Social bookmarking<br />Document sharing<br />Backchannel <br />Which are the most popular web 2.0 technologies in use at your institution<br />
  19. 19. 1-2%<br />2-5%<br />5-10%<br />10-15%<br />15% +<br />What percentage of your students are active in using Web 2.0 tools?<br />
  20. 20. Technology Adoption Lifecycle<br />http://techticker.net/2008/06/06/technology-adoption-lifecycle/<br />
  21. 21. Tool Characteristics<br />
  22. 22. Tool Characteristics<br />
  23. 23. Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg<br />
  24. 24. Mapping Web 2.0 to 21st Century Skills<br />Active engagement<br />Knowledge creation <br />Independent learning <br />Reflection <br />Innovation <br />Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Available at http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf<br />
  25. 25. Web 2.0 Classifications<br />
  26. 26. Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy<br />
  27. 27. Source:http://www.c4lpt.co.uk/Directory/index.html<br />
  28. 28. http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary<br />
  29. 29. Michael Wesch: Mediated Cultures Course Site<br />
  30. 30. Web 2.0 Tool Videos<br />Blogs<br />Wikis<br />Social bookmarking<br />Social networking<br />Social media<br />RSS<br />Podcasting<br />Web searches<br />Google Docs<br />Google Reader<br />
  31. 31. Reengineering the course<br />Hybrid Learning Meets Web 2.0<br />
  32. 32.
  33. 33.
  34. 34.
  35. 35. Blended learning process <br />NCAT Successful Course <br />Redesign Principles<br />Redesign the whole course.<br />Encourage active learning.<br />Provide students with individualized assistance.<br />Build in ongoing assessment and prompt (automated) feedback.<br />Ensure sufficient time on task and monitor student progress.<br />
  36. 36. Redesign Work<br />Defining the blend (as an instructor and as an institution)<br />Rethinking how to use class time<br />Rethinking how to facilitate online interaction<br />Learning more about technology<br />Need to budget time, and start redesign<br />Experiencing being a student is extremely valuable<br />
  37. 37. Redesign Work<br />Defining the blend (as an instructor and as an institution)<br />Rethinking how to use class time<br />Rethinking how to facilitate online interaction<br />Learning more about technology<br />Need to budget time, and start redesign<br />Experiencing being a student is extremely valuable<br />
  38. 38.
  39. 39.
  40. 40. Quality Assurance & Alignment<br />Quality Matters standards and alignment:<br />Course Overview and Introduction<br />Learning Objectives <br />Assessment and Measurement<br />Resources and Materials<br />Learner Interaction<br />Course Technology<br />Learner Support<br />ADA Compliance<br />http://www.qualitymatters.org<br />Other Quality Assurance Rubrics<br />Alignment of Key Components<br />
  41. 41. Technology: enriching instruction and learner interactivity<br />The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments. <br />The tools and media enhance student interactivity and guide the student to become a more active learner. <br />Technologies required for this course are either provided or easily downloadable. <br />The tools and media are compatible with existing standards of delivery modes. <br />Instructions on how to access resources at a distance are sufficient and easy to understand. <br />Course technologies take advantage of existing economies and efficiencies of delivery. <br />
  42. 42. Supporting the faculty with emerging technology<br />Hybrid Learning Meets Web 2.0<br />
  43. 43. Yes<br />No<br />Is your institution surveying the learning technology tools the faculty is using?<br />
  44. 44. Our institution is supporting Web 2.0 through faculty development efforts<br />Yes<br />No<br />
  45. 45. Web 2.0 Institutional Support<br />Within the institution<br /><ul><li>Less, but most popular/common tools
  46. 46. Tool selection</li></ul>Out of the institution<br /><ul><li>Supporting Web 2.0 with Web 2.0ish support</li></li></ul><li>A Network of Support <br />Web 2.0 Tool guides<br />http://elearningtools.wetpaint.com/?t=anon<br />http://web20-toolkit.wetpaint.com/<br />http://c4lpt.co.uk/Directory/<br />Emerging Technologies and Practices<br />http://www.educause.edu//EmergingPracticesandLearningTechnologies/5673<br />
  47. 47. Maricopa’s Web 2.0 Faculty Development Series<br />
  48. 48. Doing Innovation Right<br />Stages of Innovation <br />Tips & Tricks <br />Experimentation<br />Extension and transition<br />Standardization of support <br />Integration into curriculum<br />Diffusion <br />Data collection throughout<br />Communication with campus community <br />Work with innovative culture segment <br />Strong connection to curriculum and disciplines <br />Robust support for the faculty and students <br />
  49. 49. Emerging Technology Challenges <br />The technology-adoption cycle<br />Lack of integrated technology tools <br />Learners’ changing expectations <br />Institutional changes to technology commitments <br />
  50. 50. Web 2.0 and Affordances with Students<br />Students are more comfortable with and have a tolerance for “figuring” out the technology <br />Students can deal with trial and error approach to use and change in general <br />Students have a broad exposure to a variety of different tools <br />
  51. 51. Selecting and Implementing Emerging Technologies <br />Know who/where you are and who/where you want to be [roadmap]<br />Know your students<br />Know your challenges [support]<br />Treat technology as a means and an end [don’t OD on IT]<br />Collect and USE data, data, data<br />Support what you implement, and implement what you are able to support<br />
  52. 52. Implementation Best Practices <br />Ongoing institutional commitment to the redesign<br />Initial and ongoing faculty consensus <br />Support instructors, and other support staff <br />Technological infrastructure <br />Quality assurance: peer review <br />Faculty disciplinary communities of practice <br />
  53. 53. Supporting the Faculty <br />Release time: 1-2 semesters <br />Role models and examples <br />Learning technologies<br />Disciplinary communities of practice<br />Technology has added a layer of “policing”<br />New learning environment is rich in and out of classroom<br />Intellectual property issues<br />
  54. 54. Supporting the Faculty <br />Release time: 1-2 semesters <br />Role models and examples <br />Learning technologies<br />Disciplinary communities of practice<br />Technology has added a layer of “policing”<br />New learning environment is rich in and out of classroom<br />Intellectual property issues<br />
  55. 55. Technology and the challenges and choices?<br />
  56. 56. How will you ensure that your hybrid courses and corresponding technology use is of high quality?<br />What organizational strategies are needed to support course redesign, innovation, and new technologies?<br />How will you support students in the use of technology?<br />How will you support innovation in instruction?<br />How will you diffuse the innovation of innovators and early adopters to other faculty members? <br />Deep thoughts…<br />
  57. 57. http://www.educause.edu/blendedlearning<br />
  58. 58. Veronica M. Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative<br />EDUCAUSE<br />vdiaz@educause.edu<br />Copyright Diaz, 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.<br />Contact<br />
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