Veronica Diaz, PhD Maricopa Community Colleges Patricia McGee, PhD University of Texas, San Antonio EDUCAUSE Southwest Regional Conference, Houston, TX February 20-22, 2008

Introductions

Introductions

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

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

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.

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.

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.

The Sloan Consortium National data reports

The Sloan Consortium

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.

The National Center for Academic Transformation

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.

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.

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

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

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

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

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

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

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

Source: 10 Blended Questions to Consider, UWM

Activity 1 Review your course case Discuss how you would address each of the potential redesign components

Review your course case

Discuss how you would address each of the potential redesign components

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

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

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

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

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.

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 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?

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?

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

Mapping your course I and II

Organizing the course

Objectives

Modules

Schedule

Lessons

Readings

Topics

http://faculty.coehd.utsa.edu/pmcgee/distance/calendar.htm

Pedagogical frameworks Inquiry Deduction Induction Conflict Problem-based

Inquiry

Deduction

Induction

Conflict

Problem-based

Modules (example)

Discussion What other course organization strategies might be useful in approaching redesign

What other course organization strategies might be useful in approaching redesign

6 Innovative Practices Creating "Small" Within "Large" Undergraduate Learning Assistants (ULAs) Freshmen Don’t Do Optional Modularization New Instructional Roles Avoiding “Either/Or” Choices

Creating "Small" Within "Large"

Undergraduate Learning Assistants (ULAs)

Freshmen Don’t Do Optional

Modularization

New Instructional Roles

Avoiding “Either/Or” Choices

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

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

15 minutes

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

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

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

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

Communication Internal marketing External marketing Defining the blend Differentiating from other eLearning options

Internal marketing

External marketing

Defining the blend

Differentiating from other eLearning options

Student readiness assessment strategies Formal Informal eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions FAQs Examples Pros/Cons Testimonials

Formal

Informal

eLearning website

Screening surveys

Pre and post enrollment with feedback

Debunking incorrect impressions

FAQs

Examples

Pros/Cons

Testimonials

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

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

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

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

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

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

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

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

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

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

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

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

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

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.