blend10

Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner
Veronica Diaz, PhD
Associate Director, EDUCAUSE Learning Initiative, EDUCAUSE
Sloan-C Blended Conference and Workshop
Chicago, IL :: April 2010

http://www.slideshare.net/drvdiaz/blend10-presentation

Hybrid Learning Meets
Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies
for Today’s Learner

Hybrid Learning Meets
Web 2.0: (re)Designinga Hybrid Course with Emerging Technologies
for Today’s Learner

Today’s Learner
Hybrid Learning Meets Web 2.0

Student computer/device/technology ownership
Student technology skills
How students like to learn with technology
Students’ preferences for amount of IT in courses
Students and specific emerging technologies, like mobile technology
Our institution collects data on…

ECAR Study of Undergraduate Students and Information Technology: 2009
ECAR Study of Undergraduate Students and Information Technology: 2008

Blended Learning and Today’s Learner
A good match for student’s visual, exploratory, participative learning preferences
Opportunities for improved student engagement and achievement

Making the case for emerging technology

Social networking sites
Video
Podcasting
Blogs
Wikis
Social bookmarking
Document sharing
Backchannel
Which are the most popular web 2.0 technologies in use at your institution

1-2%
2-5%
5-10%
10-15%
15% +
What percentage of your students are active in using Web 2.0 tools?

Technology Adoption Lifecycle
http://techticker.net/2008/06/06/technology-adoption-lifecycle/

Tool Characteristics

Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg

Mapping Web 2.0 to 21st Century Skills
Active engagement
Knowledge creation
Independent learning
Reflection
Innovation
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

Web 2.0 Classifications

Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Source:http://www.c4lpt.co.uk/Directory/index.html

http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary

Michael Wesch: Mediated Cultures Course Site

Web 2.0 Tool Videos
Blogs
Wikis
Social bookmarking
Social networking
Social media
RSS
Podcasting
Web searches
Google Docs
Google Reader

Reengineering the course

Blended learning process
NCAT Successful Course
Redesign Principles
Redesign the whole course.
Encourage active learning.
Provide students with individualized assistance.
Build in ongoing assessment and prompt (automated) feedback.
Ensure sufficient time on task and monitor student progress.

Redesign Work
Defining the blend (as an instructor and as an institution)
Rethinking how to use class time
Rethinking how to facilitate online interaction
Learning more about technology
Need to budget time, and start redesign
Experiencing being a student is extremely valuable

Quality Assurance & Alignment
Quality Matters standards and alignment:
Course Overview and Introduction
Learning Objectives
Assessment and Measurement
Resources and Materials
Learner Interaction
Course Technology
Learner Support
ADA Compliance
http://www.qualitymatters.org
Other Quality Assurance Rubrics
Alignment of Key Components

Technology: enriching instruction and learner interactivity
The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
The tools and media enhance student interactivity and guide the student to become a more active learner.
Technologies required for this course are either provided or easily downloadable.
The tools and media are compatible with existing standards of delivery modes.
Instructions on how to access resources at a distance are sufficient and easy to understand.
Course technologies take advantage of existing economies and efficiencies of delivery.

Supporting the faculty with emerging technology

Yes
No
Is your institution surveying the learning technology tools the faculty is using?

Our institution is supporting Web 2.0 through faculty development efforts
Yes
No

Web 2.0 Institutional Support
Within the institution
Less, but most popular/common tools
Tool selection
Out of the institution
Supporting Web 2.0 with Web 2.0ish support

A Network of Support
Web 2.0 Tool guides
http://elearningtools.wetpaint.com/?t=anon
http://web20-toolkit.wetpaint.com/
http://c4lpt.co.uk/Directory/
Emerging Technologies and Practices
http://www.educause.edu//EmergingPracticesandLearningTechnologies/5673

Maricopa’s Web 2.0 Faculty Development Series

Doing Innovation Right
Stages of Innovation
Tips & Tricks
Experimentation
Extension and transition
Standardization of support
Integration into curriculum
Diffusion
Data collection throughout
Communication with campus community
Work with innovative culture segment
Strong connection to curriculum and disciplines
Robust support for the faculty and students

Emerging Technology Challenges
The technology-adoption cycle
Lack of integrated technology tools
Learners’ changing expectations
Institutional changes to technology commitments

Web 2.0 and Affordances with Students
Students are more comfortable with and have a tolerance for “figuring” out the technology
Students can deal with trial and error approach to use and change in general
Students have a broad exposure to a variety of different tools

Selecting and Implementing Emerging Technologies
Know who/where you are and who/where you want to be [roadmap]
Know your students
Know your challenges [support]
Treat technology as a means and an end [don’t OD on IT]
Collect and USE data, data, data
Support what you implement, and implement what you are able to support

Implementation Best Practices
Ongoing institutional commitment to the redesign
Initial and ongoing faculty consensus
Support instructors, and other support staff
Technological infrastructure
Quality assurance: peer review
Faculty disciplinary communities of practice

Supporting the Faculty
Release time: 1-2 semesters
Role models and examples
Learning technologies
Disciplinary communities of practice
Technology has added a layer of “policing”
New learning environment is rich in and out of classroom
Intellectual property issues

Technology and the challenges and choices?

How will you ensure that your hybrid courses and corresponding technology use is of high quality?
What organizational strategies are needed to support course redesign, innovation, and new technologies?
How will you support students in the use of technology?
How will you support innovation in instruction?
How will you diffuse the innovation of innovators and early adopters to other faculty members?
Deep thoughts…

http://www.educause.edu/blendedlearning

Veronica M. Diaz, PhD
Associate Director
EDUCAUSE Learning Initiative
EDUCAUSE
vdiaz@educause.edu
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.
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