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Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
Blended Learning For Faculty
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Blended Learning For Faculty

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  • Transcript

    • 1.  
    • 2. Agenda
      • Course redesign process overview
      • Redesign innovative practices
      • Blended course redesign examples
      • Faculty development program design options
      • Resources
      • Questions
      • Presentation available at
    • 3. Redesign work
      • Defining the blend
      • Rethinking how to use class time
      • Rethinking how to facilitate online interaction
      • Learning more about technology
      • Budgeting time and starting redesign
      • Experiencing being a student is extremely valuable
    • 4. 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.
    • 5. 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?
    • 6. Program components
      • Topic Areas
      • Blended Learning Defined
      • Course Redesign
      • Building Community, Student Success, & Collaboration
      • Using Technology
      • Academic Integrity, Copyright & Course Enhancements
      • Other Resources
      • Activities
      • Course Evaluation
      • Individual Syllabus evaluation
      • Module creation
      • Assessing Discussion Rubric
      • Building Discussion Board Rubric
      • Technology Sandbox
    • 7. Redesign tools
      • Mapping your course I and II
      • Organizing the course
        • Objectives
        • Modules
        • Schedule
        • Lessons
        • Readings
        • Topics
      • Sample blended syllabus
    • 8.  
    • 9. Technologies
      • Asynchronous
      • Discussion
      • Forums
      • Blogs
      • Wikis
      • File sharing
      • Voice boards
      • Twitter
      • Web 2.0 Applications
      • Synchronous
      • Chat
      • Virtual classroom
      • Real time meetings
      • Voice chats
      • Web conferencing
      • Instant messaging
    • 10. Modules (example)
    • 11. 6 Innovative Practices
      • Creating "Small" Within "Large"
      • Undergraduate Learning Assistants (ULAs)
      • Freshmen Don’t Do Optional
      • Modularization
      • New Instructional Roles
      • Avoiding “Either/Or” Choices
      • http://www.center.rpi.edu/PlanRes/Innov_CrRedPractices.htm
    • 12. Quality Matters
      • Course overview and introduction
      • Learning objectives (competencies)
      • Assessment and measurement
      • Resources and materials
      • Learner interaction
      • Course technology
      • Learner support
      • ADA compliance
      • http://qualitymatters.org/
    • 13. Blended redesign examples
      • Samples
      • English Composition
      • General Psychology
      • Computer Programming
      • Elementary Statistics
      • Introductory Spanish
      • Others
    • 14. Implementation
    • 15. 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
    • 16. Blended learning costs
      • Faculty
        • Redesign time
        • Release time during pilot semester
        • Orienting and development
      • Course redesign
        • Media specialists
        • Instructional designers
        • Instructional technologists
      • Infrastructure
        • Labs
        • Wireless
        • Software
        • IT Helpdesk
        • Resources online
      • Student
        • Readiness
        • Advising
        • Orientation
    • 17. Communication
      • Internal marketing
      • External marketing
      • Defining the blend
      • Differentiating from other eLearning options
    • 18. Student readiness assessment strategies
      • Formal
      • eLearning website
      • Screening surveys
        • Pre and post enrollment with feedback
      • Debunking incorrect impressions
      • Informal
      • FAQs
      • Examples
      • Pros/Cons
      • Testimonials
    • 19. 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)
      UCF Learning Online
    • 20. Faculty Development and Blended Learning
    • 21. 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
    • 22. Possible components
      • What is blended learning
      • Learning objectives
      • Module development
      • Course redesign strategies
      • Classroom assessment and techniques
      • Rubrics
      • Learning technologies
      • Online discussions
      • Student readiness
      • Student success
      • Student crisis points
      • Student teams and other collaborations
      • Academic integrity online
      • Copyright issues
      • Building community
    • 23. Questions?
    • 24. Contact Us
      • Veronica M. Diaz, PhD [email_address]
      • Maricopa Center for Learning and Instruction
      • 480-731-8300
      • Jennifer Strickland, PhD
      • Paradise Valley Community College
      • [email_address]
      • Maricopa Community Colleges
      Copyright Veronica Diaz & Jennifer Strickland, 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.

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