Blended By Design


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  • Blended By Design

    1. 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. 2. <ul><li>Your facilitators, at your service </li></ul><ul><li>Ice Breaker </li></ul>
    3. 4. <ul><li>January 25, February 1, 8, 15 @ Phoenix College </li></ul><ul><li>FPG: 13 hours (for entire learnshop) </li></ul><ul><li>13 hours face-to-face/2 hours online </li></ul><ul><li>Blackboard Site: </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>At </li></ul></ul><ul><li>Wiki: </li></ul><ul><li>Evaluations: weekly on Blackboard </li></ul><ul><li>Assessment for FPG: end of program on Blackboard </li></ul>
    4. 5. <ul><li>Have a course to use in the learnshop </li></ul><ul><li>A word about resources </li></ul><ul><li>Our objectives </li></ul><ul><ul><li>To define blended learning </li></ul></ul><ul><ul><li>To differentiate blended from other online delivery formats </li></ul></ul><ul><ul><li>To be able to review a blended course and evaluate its strengths and weaknesses </li></ul></ul><ul><li>What are yours? </li></ul>
    5. 6. <ul><li>So many definitions, so little time… </li></ul>Blended
    6. 7. <ul><li>What is Sloan-C ? </li></ul><ul><li>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. </li></ul><ul><li>Classroom attendance (“seat time”) is reduced . </li></ul>
    7. 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.
    8. 9. <ul><li>What you call it is not important, but establishing a defined and consistent model is </li></ul><ul><li>Blended learning as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F </li></ul>
    9. 10. <ul><li>A safe way to explore online learning </li></ul><ul><li>A way to meet Net Gen student expectations </li></ul><ul><ul><li>Attractive alternative to F2F instruction </li></ul></ul><ul><ul><li>A good match for the Net Gen’s visual, exploratory, participative learning preferences </li></ul></ul><ul><li>Usually more work (at least at the beginning), but likely worth it in terms of improved student engagement and achievement </li></ul><ul><li>The best of both worlds </li></ul>
    10. 11. <ul><li>What is your ideal “ blend ? (face-to-face and online)” </li></ul><ul><li>What is your motivation for creating a blended course? </li></ul>
    11. 12. Source: Blending In, March 2007
    12. 15. <ul><li>Students consistently report that the increased flexibility and convenience of online courses facilitates their access to educational opportunities </li></ul><ul><li>Women participate and succeed in online courses at a higher rate than men </li></ul><ul><li>Faculty members report more and better interaction in online courses than in F2F courses </li></ul>
    13. 16. <ul><li>48.9%+ (26,971) of all UCF students took at least 1 fully online or blended course </li></ul><ul><li>Consistently high </li></ul><ul><li>satisfaction levels </li></ul><ul><li>with online courses </li></ul>
    14. 17. <ul><li>Allows for solutions to course problems and to incorporate new types of interactive and independent learning activities. </li></ul><ul><li>Variety of online and in-class teaching strategies </li></ul>
    15. 18. <ul><li>Benefits … </li></ul><ul><li>Increased connectedness with students </li></ul><ul><li>Communicate online and face-to-face </li></ul><ul><li>Potential to increase and extend instructor-student and student-student connectivity </li></ul><ul><li>Discussions started in class may be continued online </li></ul><ul><li>Integration of out-of- and in-class activities allows more effective use of traditional class time </li></ul><ul><li>Students who rarely take part in class discussions are more likely to participate online </li></ul>
    16. 19. <ul><li>Learn more in blended format </li></ul><ul><li>Write better papers </li></ul><ul><li>Performed better on exams </li></ul><ul><li>Produced higher quality projects </li></ul><ul><li>Were capable of more meaningful discussions on course material </li></ul><ul><li>Are better able to master concepts and apply what they have learned </li></ul><ul><li>Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data </li></ul>
    17. 20. <ul><li>Blended learning may… </li></ul><ul><ul><li>Lead to using more participatory and student-centered learning activities </li></ul></ul><ul><ul><li>Transform the teacher-student relationship to be more centered on student learning </li></ul></ul><ul><ul><li>Transform the instructor role to be more facilitative and learner-centered </li></ul></ul>
    18. 21. <ul><li>Faculty members report that… </li></ul><ul><li>Course management systems have increased their pedagogic efficiency because of its ability to organize the course </li></ul><ul><li>All discussion threads, course documents, announcements, and grades are easy to find and reference </li></ul><ul><li>It's easier to document online group work and participation for purposes of assessment </li></ul>
    19. 22. <ul><li>To develop a successful blended course instructors must </li></ul><ul><ul><li>Re-examine course goals and objectives, </li></ul></ul><ul><ul><li>Design online learning activities to meet these goals and objectives, </li></ul></ul><ul><ul><li>Effectively integrate the online activities with the face-to face meetings, and </li></ul></ul><ul><ul><li>Make transition from lectures and presentations to a more student-centered active learning environment </li></ul></ul>
    20. 23. <ul><li>Facilitating online discussions and small group activities </li></ul><ul><li>Developing new forms of student assessment </li></ul><ul><li>Scheduling and communication challenges as courses meet online and face-to-face </li></ul><ul><li>Work overload for faculty and students </li></ul><ul><li>Students need to understand their active role in the learning environment </li></ul>
    21. 24. <ul><li>Fundamental change in teaching and learning </li></ul><ul><li>Not just about the “delivery” </li></ul><ul><li>Time to redesign </li></ul><ul><li>Changes in campus policies </li></ul><ul><li>Over-reliance on technology </li></ul><ul><li>“ Course and a half” syndrome </li></ul><ul><li>Training and support </li></ul>
    22. 26. <ul><li>Blended Course Redesign Samples </li></ul><ul><ul><li>Maricopa Blackboard </li></ul></ul><ul><li>Browse 2 courses and complete the Blended Course Model Evaluation Worksheet </li></ul>
    23. 27. <ul><li>Evaluation on SurveyMonkey </li></ul><ul><li>Read through the 10 Blended Questions to Consider </li></ul><ul><li>Complete the Initial Course Redesign Ideas discussion </li></ul><ul><li>Complete the Primary Needs and Concerns discussion </li></ul>
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