Blended By Design

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  • 1. Veronica Diaz, PhD Maricopa Center for Learning and Instruction Jennifer Strickland, PhD Paradise Valley Community College sponsored by the maricopa center for learning and instruction
  • 2.
    • Your facilitators, at your service
    • Ice Breaker
  • 3.  
  • 4.
    • January 25, February 1, 8, 15 @ Phoenix College
    • FPG: 13 hours (for entire learnshop)
    • 13 hours face-to-face/2 hours online
    • Blackboard Site:
      • http://dst.blackboard.maricopa.edu/
      • At Blended.by.Design
    • Wiki: http://ablendedmaricopa.pbwiki.com/
    • Evaluations: weekly on Blackboard
    • Assessment for FPG: end of program on Blackboard
  • 5.
    • Have a course to use in the learnshop
    • A word about resources
    • Our objectives
      • To define blended learning
      • To differentiate blended from other online delivery formats
      • To be able to review a blended course and evaluate its strengths and weaknesses
    • What are yours?
  • 6.
    • So many definitions, so little time…
    Blended
  • 7.
    • What is Sloan-C ?
    • Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.
    • Classroom attendance (“seat time”) is reduced .
  • 8. Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or orally. 1 to 29% Web Facilitated Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80+% Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
  • 9.
    • What you call it is not important, but establishing a defined and consistent model is
    • Blended learning as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F
  • 10.
    • A safe way to explore online learning
    • A way to meet Net Gen student expectations
      • Attractive alternative to F2F instruction
      • A good match for the Net Gen’s visual, exploratory, participative learning preferences
    • Usually more work (at least at the beginning), but likely worth it in terms of improved student engagement and achievement
    • The best of both worlds
  • 11.
    • What is your ideal “ blend ? (face-to-face and online)”
    • What is your motivation for creating a blended course?
  • 12. Source: Blending In, March 2007
  • 13.  
  • 14.  
  • 15.
    • Students consistently report that the increased flexibility and convenience of online courses facilitates their access to educational opportunities
    • Women participate and succeed in online courses at a higher rate than men
    • Faculty members report more and better interaction in online courses than in F2F courses
  • 16.
    • 48.9%+ (26,971) of all UCF students took at least 1 fully online or blended course
    • Consistently high
    • satisfaction levels
    • with online courses
  • 17.
    • Allows for solutions to course problems and to incorporate new types of interactive and independent learning activities.
    • Variety of online and in-class teaching strategies
  • 18.
    • Benefits …
    • Increased connectedness with students
    • Communicate online and face-to-face
    • Potential to increase and extend instructor-student and student-student connectivity
    • Discussions started in class may be continued online
    • Integration of out-of- and in-class activities allows more effective use of traditional class time
    • Students who rarely take part in class discussions are more likely to participate online
  • 19.
    • Learn more in blended format
    • Write better papers
    • Performed better on exams
    • Produced higher quality projects
    • Were capable of more meaningful discussions on course material
    • Are better able to master concepts and apply what they have learned
    • Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data
  • 20.
    • Blended learning 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
  • 21.
    • Faculty members report that…
    • Course management systems have increased their pedagogic efficiency because of its ability to organize the course
    • All discussion threads, course documents, announcements, and grades are easy to find and reference
    • It's easier to document online group work and participation for purposes of assessment
  • 22.
    • To develop a successful blended course instructors must
      • Re-examine course goals and objectives,
      • Design online learning activities to meet these goals and objectives,
      • Effectively integrate the online activities with the face-to face meetings, and
      • Make transition from lectures and presentations to a more student-centered active learning environment
  • 23.
    • Facilitating online discussions and small group activities
    • Developing new forms of student assessment
    • Scheduling and communication challenges as courses meet online and face-to-face
    • Work overload for faculty and students
    • Students need to understand their active role in the learning environment
  • 24.
    • Fundamental change in teaching and learning
    • Not just about the “delivery”
    • Time to redesign
    • Changes in campus policies
    • Over-reliance on technology
    • “ Course and a half” syndrome
    • Training and support
  • 25.  
  • 26.
    • Blended Course Redesign Samples
      • Maricopa Blackboard
    • Browse 2 courses and complete the Blended Course Model Evaluation Worksheet
  • 27.
    • Evaluation on SurveyMonkey
    • Read through the 10 Blended Questions to Consider
    • Complete the Initial Course Redesign Ideas discussion
    • Complete the Primary Needs and Concerns discussion