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  • 1. Veronica Diaz, PhD Maricopa Community Colleges Patricia McGee, PhD University of Texas, San Antonio EDUCAUSE Southwest Regional Conference, Houston, TX February 20-22, 2008
  • 2.
    • Introductions
  • 3.  
  • 4. Today’s seminar
    • Overview of blended learning
    • Design and development process
    • Implementation
    • Faculty development and blended learning
    • Resources
    • Wiki: http://tinyurl.com/29t4xv
    • Hands-on and very applied
  • 5.  
  • 6.  
  • 7.  
  • 8. What is blended learning?
    • 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.
  • 9. Blended format definitions Sloan-C, 2007 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.
  • 10.
    • The Sloan Consortium
    National data reports
  • 11.
    • The National Center for Academic Transformation
    Institutional support
    • Accommodate more students without adding resources.
    • Free up faculty members to offer other courses and programs of study that are in demand.
    • Increase student retention and meet goals for student achievement.
    • Decrease time to graduation by adding additional seats in bottleneck courses.
    • Improve consistency and quality across multiple sections.
    • Use state and student tuition dollars more efficiently.
  • 12. Institutional opportunities
    • Greater visualization, individualization, and hands-on learning
    • Self-determined blended learning
    • Increased connectedness, community, and collaboration
    • Increased authenticity and on-demand learning
    • Linking work and learning
    • Changed calendaring
    • Blended learning course designations
    • Changed instructor roles
    • The emergence of blended learning specialists
    • Mobile blended learning and emerging technologies
    Source: Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
  • 13. Student engagement and learning
    • 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
    • Increased connectedness with students
    • Communicate online and face-to-face
    • Potential to increase and extend instructor-student and student-student connectivity
  • 14. Blended learning and the net generation learner
    • A safe way to explore online learning
    • Attractive alternative to F2F instruction
    • A good match for the Net Gen’s visual, exploratory, participative learning preferences
    • Improved student engagement and achievement
  • 15. 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
  • 16.  
  • 17. Source: 10 Blended Questions to Consider, UWM
  • 18. Activity 1
    • Review your course case
    • Discuss how you would address each of the potential redesign components
  • 19. What the faculty might think
    • Looking for specific answers
    • See online work is an add-on
    • Assume classroom is for lecture, online for discussion and activities, and finals for assessment
    • Believe they must cover the same amount of material
    • Others??
    • Temptation to make only incremental changes
    • Temptation to create a course and a half
    • Temptation to revamp just the out-of-class components
    • Temptation to ignore opportunities for greater depth
  • 20. Redesign work
    • Defining the blend
    • 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
  • 21. 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.
  • 22. Redesign overview
    • Break the course down into discrete, specific learning objectives
    • Ask: which objectives are best met online?
    • Ask: which objectives are best met F2F?
    • Strategies: how will you integrate the online portion with the F2F portion?
    • Strategies: how will you make students accountable for the online portion?
  • 23. Redesign tools
    • Mapping your course I and II
    • Organizing the course
      • Objectives
      • Modules
      • Schedule
      • Lessons
      • Readings
      • Topics
    • http://faculty.coehd.utsa.edu/pmcgee/distance/calendar.htm
  • 24.  
  • 25. Pedagogical frameworks
    • Inquiry
    • Deduction
    • Induction
    • Conflict
    • Problem-based
  • 26. Modules (example)
  • 27. Discussion
    • What other course organization strategies might be useful in approaching redesign
  • 28. 6 Innovative Practices
    • Creating "Small" Within "Large"
    • Undergraduate Learning Assistants (ULAs)
    • Freshmen Don’t Do Optional
    • Modularization
    • New Instructional Roles
    • Avoiding “Either/Or” Choices
  • 29. Blended redesign examples
    • Samples
    • Activity 2
    • English Composition
    • General Psychology
    • Computer Programming
    • Elementary Statistics
    • Introductory Spanish
    • Others
    • Review 1 blended redesign sample from binder (p37-53)
    • Post 2 strategies you gained from looking at the samples: http://tinyurl.com/29t4xv
      • Redesign process
      • Use of technology
      • Integration of blend and F2F
      • Active learning
  • 30. 15 minutes
  • 31.  
  • 32. 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
  • 33. Blended learning costs
    • Faculty
      • Redesign time
      • Release time during pilot semester
      • Orienting and development
    • Course redesign
      • Media specialists
      • Instructional designers
      • Instructional technologists
    • Infrastructure costs
      • Labs
      • Wireless
      • Software
      • IT Helpdesk
      • Resources online
    • Student
      • Readiness
      • Advising
      • Orientation
  • 34. Communication
    • Internal marketing
    • External marketing
    • Defining the blend
    • Differentiating from other eLearning options
  • 35. Student readiness assessment strategies
    • Formal
    • Informal
    • eLearning website
    • Screening surveys
      • Pre and post enrollment with feedback
    • Debunking incorrect impressions
    • FAQs
    • Examples
    • Pros/Cons
    • Testimonials
  • 36. Assessing readiness for
    • Skills (reading)
    • Learning styles
    • Work and study habits
    • Technical requirements (hardware, software, connectivity)
    • Need and immediacy for course
    • Feedback preferences
    • Ability to self-help (when things are difficult)
    • Attitude toward the nature of learning online
  • 37. Readiness Means…
    • Determining who is ready
    • Ready now = start course
    • Not ready now =
      • Getting ready via tutorials, etc. or
      • Redirecting to other delivery modes
    • UCF Learning Online
  • 38.  
  • 39. Activity 3
    • What kinds of things are most challenging in blended learning implementation?
    • Discuss at least 2 blended learning wicked problems that may arise at your institution
    • Post solutions to wiki:
    • http ://tinyurl.com/29t4xv
  • 40.  
  • 41. Faculty development options
    • Mandatory vs required
    • Application to teach
    • Release time
    • Reassigned time
    • Mentors
    • Course development
      • One at a time
      • Best of breed
    • Central training
    • Department training
    • 2 step process
    • Experiential
    • Overview
    • Summer institute
  • 42. Possible components
    • What is blended learning
    • Learning objectives
    • Modules
    • Course redesign strategies
    • Classroom assessment and techniques
    • Rubrics
    • Learning technology
    • Online discussion
    • Building community
    • Student readiness
    • Student success
    • Student crisis points
    • Student teams and other collaborations
    • Academic integrity online
    • Copyright issues
  • 43. Activity 4
    • What’s missing from the list
    • How would you deliver blended learning faculty development
      • Format
      • Timing
      • Duration
      • Compensation
    • Post your answers to the wiki: http://tinyurl.com/29t4xv
  • 44.
    • Patricia A. McGee, PhD
    • [email_address]
    • Veronica M. Diaz, PhD
    • [email_address]
    • Copyright Veronica Diaz & Patricia McGee, 2008. This work is the intellectual property of the authors. 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 authors.
    Questions and answers