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The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
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The blended learning research: What we now know about high quality faculty development and course design.

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  • 1. Veronica Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative, EDUCAUSE<br />:::<br />League for Innovation<br />Innovations Conference, San Diego, CA<br />The blended learning research: What we now know about high quality faculty development and course design. <br />
  • 2. Download Mehttp://www.slideshare.net/drvdiaz/blendlearnresearch<br />
  • 3. http://net.educause.edu/eli103<br />
  • 4. Research and Best Practice<br />Faculty development <br />Course design <br />Faculty development and course design: 30,000 foot view <br />
  • 5. A few questions…<br />I teach in the blended mode <br />I have designed a blended course <br />I manage or lead blended course initiatives <br />I have developed a blended faculty development program <br />I am involved in blended course peer review <br />I oversee the design or redesign of blended courses <br />I conduct research on blended courses <br />
  • 6. Supporting the Faculty in the blended mode<br />Faculty Development<br />
  • 7. New Skills and Course Design<br />Facilitating online discussions and small group activities<br />Developing new forms of student assessment<br />Scheduling and communication challenges as courses meet online and face-to-face<br />Work overload for faculty and students<br />New technologies <br />Students need to understand their active role in the learning environment<br />
  • 8. COMPETENCIES AND SKILLS REQUIRED FOR BLENDED TEACHING<br />PI: Lawrence C. Ragan<br />Co-PIs: Paula Bigatel, Janet May, Shannon Kennan<br />Statistics Consultant: Brian Redmond<br />Penn State University<br />
  • 9. Goal: Support the Development of Blended Instructors<br />What are the skills and competencies necessary for blended teaching success?<br />At what point in the instructor&apos;s career should these competencies be developed?<br />
  • 10. Phase I Process and Results<br />Used survey to rate skills as “Not Very Important” to “Very Important”<br />200+ individuals completed survey<br />Half had “5+ years of online teaching experience”<br />Interesting note: No significant difference between respondents according to years of teaching experience<br />2:1 Females: male<br />Cross discipline domains represented<br />
  • 11. Competency <br />Categories <br />Multimedia Technology <br />Administration/Leadership <br />Active Learning <br />Classroom Decorum <br />Policy Enforcement <br />Technological Competence <br />Responsiveness <br />
  • 12. How would you rank these?<br />Multimedia Technology <br />Administration/Leadership <br />Active Learning <br />Classroom Decorum <br />Policy Enforcement <br />Technological Competence <br />Responsiveness <br />
  • 13. Competencies by Mean<br />Active Learning <br />Administration/Leadership <br />Responsiveness <br />Multimedia Technology <br />Classroom Decorum <br />Technological Competence <br />Policy Enforcement <br />
  • 14. Competency 1: Active Learning<br />The instructor encourages students to interact with each other by assigning team tasks and projects, where appropriate. <br />The instructor includes group/team assignments where appropriate. <br />The instructor encourages students to share their knowledge and expertise with the learning community. <br />The instructor encourages students to participate in discussion forums, where appropriate. <br />The instructor provides opportunities for hands-on practice so that students can apply learned knowledge to the real-world. <br />The instructor provides additional resources that encourage students to go deeper into the content of the course. <br />The instructor encourages student-generated content as appropriate. <br />The instructor facilitates learning activities that help students construct explanations/solutions. <br />The instructor uses peer assessment in his/her assessment of student work, where appropriate. <br />The instructor shows respect to students in his/her communications with them. <br />
  • 15. Competency 2: Administration/Leadership <br />The instructor makes grading visible for student tracking purposes. <br />The instructor clearly communicates expected student behaviors. <br />The instructor is proficient in the chosen course management system (CMS).<br />The instructor adheres to the university&apos;s policies regarding the Federal Educational Rights &amp; Privacy Act (FERPA). <br />The instructor integrates the use of technology that is meaningful and relevant to students. <br />
  • 16. Competency 3: Active Teaching <br />The instructor provides prompt, helpful feedback on assignments and exams that enhances learning. <br />The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience. <br />The instructor shows caring and concern that students are learning the course content. <br />The instructor helps keep the course participants on task. <br />The instructor uses appropriate strategies to manage the online workload. <br />
  • 17. Competency 4: Multimedia Technology <br />The instructor uses a variety of multimedia technologies to achieve course objectives. <br />The instructor uses multimedia technologies that are appropriate for the learning activities. <br />
  • 18. Competency 5: Classroom Decorum <br />The instructor helps students resolve conflicts that arise in collaborative teamwork. <br />The instructor resolves conflicts when they arise in teamwork/group assignments. <br />The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication.  <br />The instructor identifies areas of potential conflict within the course. <br />
  • 19. Competency 6: Technological Competence <br />The instructor is proficient with the technologies used in the online classroom. <br />The instructor is confident with the technology used in the course. <br />
  • 20. Competency 7: Policy Enforcement <br />The instructor monitors students&apos; adherence to policies on plagiarism. <br />The instructor monitors students&apos; adherence to Academic Integrity policies and procedures. <br />
  • 21. Task Importance Rankings: Top 10<br />The instructor shows respect to students in his/her communications with them.<br />The instructor provides students with clear grading criteria.<br />The instructor clearly communicates course goals.<br />The instructor clearly communicates course content.<br />The instructor shows enthusiasm when interacting with students.<br />The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience.<br />
  • 22. Task Importance Rankings: Top 10<br />The instructor communicates with students about course changes, reminders of due assignments, relevant additional resources through announcements/emails.<br />The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication.<br />The instructor provides prompt, helpful feedback on assignments and exams that enhances learning.<br />The instructor clearly communicates expected student behaviors.<br />
  • 23. UWM: Course Redesign Program<br />Alan Aycock, Ph.D.<br />Learning Technology Center<br />University of Wisconsin – Milwaukee<br />http://bit.ly/axxAX2 (blended learning site)<br />http://bit.ly/bmLkvr (blended learning presentations )<br />
  • 24. Faculty Development Model<br />Best way to learn how to teach a blended course is to take one<br />UW-Milwaukee’s faculty development program<br />2 f2f half-day sessions, 2 weeks apart<br />During the interval, complete online assignments and participant interaction<br />Goal: to acquire new teaching skills; get questions answered; produce actual course materials<br />
  • 25. Topics and Issues Covered<br />Course Redesign<br />Course Content<br /><ul><li>Ten questions
  • 26. Online vs. F2F - Integration
  • 27. Designing learning modules
  • 28. Decision rubric for content choices
  • 29. Learning objects</li></ul>Course Evaluation<br />Online Learning Community<br /><ul><li>Progressive/summative
  • 30. Before, during, and after
  • 31. Self evaluation
  • 32. Peer evaluation
  • 33. Student evaluation</li></ul>Transitioning to Blended Teaching<br /><ul><li>Synchronous/asynchronous
  • 34. Establishing voice
  • 35. Discussion forums
  • 36. Small groups</li></ul>Course Management<br />Assessment Plan<br />Helping Your Students<br /><ul><li>Staying organized
  • 37. Managing workload
  • 38. Avoiding course and a half
  • 39. Rubrics
  • 40. CATs
  • 41. Templates
  • 42. Traditional formats
  • 43. Managing expectations
  • 44. Time management
  • 45. Technology support</li></li></ul><li>
  • 46. Online Assignments Between Face-to-face Sessions<br />Assignments build on Day One F2F<br />In each case, samples and detailed instructions available online<br />Participants post to discussion forum, respond to at least one other participant<br />Assignments of progressive difficulty – learning module, assessment plan, draft syllabus<br />Close the loop by bringing hardcopy syllabus to Day Two F2F for peer review breakout<br />
  • 47.
  • 48. Blended LearningFaculty Development<br />Maricopa Community Colleges <br />
  • 49. About the Program<br />About <br />Centrally-offered<br />2 formats: 12 hours total <br />4 hours, one day a week for 3 weeks<br />Weekend, two 6-hour days<br />Project <br />Partially redesigned course <br />Faculty Professional Growth <br />Cross disciplinary <br />Lab setting <br />Format<br />Short presentations <br />Hands-on learning technology activities<br />Readings and research assignments <br />Small group discussions with participants in sessions <br />Out-of-class application assignments <br />Assessment at end<br />
  • 50.
  • 51. http://www2.estrellamountain.edu/ctl/fy_outcomeAssessment.asp<br />
  • 52. http://tinyurl.com/embest<br />
  • 53. UMBC: Faculty Supporting Faculty<br />“10 minutes of fame”<br />1 minute posing pedagogical problem<br />1 minute showing how deliverable solved problem<br />1 minute discussing student/peer feedback<br />2 minutes describing next steps<br />5 minutes for Q &amp; A<br />Presentations are open to entire campus; encourage administrators, alumni to attend<br />
  • 54. Guiding Principles For Faculty Development<br />Provide the “student experience”<br />Provide “safe” environment<br />Address “potential failure” of system<br />Set realistic expectations<br />Survive before thrive<br />Create a learning community<br />Model best behaviors<br />Connect F2F<br />
  • 55. Table Talk: Your Top 5 in 5<br />What were they?<br />…..<br />How do they address your blended teaching and learning challenges and/or help promote success?<br />
  • 56. Supporting the Faculty in blended course design <br />Course Design<br />
  • 57. Redesign Work<br />Defining the blend (as an institution and as an instructor)<br />Rethinking how to use class time<br />Rethinking how to facilitate online interaction and engagement <br />Learning more about technology<br />Budgeting time and starting redesign<br />Create, practice, experiment, refine <br />
  • 58. Blended Learning: 2 Keys to Success<br />. . . organicintegration of thoughtfully selected and complementary face-to-face and online approaches and technologies. <br />. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency. <br />Garrison &amp; Vaughan, 2008<br />
  • 59. Community of Inquiry Framework<br />Cognitive Presence<br />The extent to which <br />learners are able to <br />construct and confirm <br />meaning through <br />sustained reflection <br />and discourse in a <br />critical community <br />of inquiry.<br />Social Presence<br />The ability of participants<br />to identify with the <br />community (e.g., course <br />of study), communicate <br />purposefully in a trusting <br />environment, and <br />develop inter-personal <br />relationships by way of <br />projecting their <br />individual personalities.<br />Teaching Presence<br />The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.<br />
  • 60. 7 Principles of Successful Blended Learning<br />Design for open communication &amp; trust<br />Design for critical reflection &amp; discourse<br />Create and sustain sense of community<br />Support purposeful inquiry<br />Ensure that inquiry moves to resolution<br />Ensure students sustain collaboration<br />Ensure assessment is congruent with intended learning outcomes<br />http://educause.adobeconnect.com/p56665953/<br />
  • 61. Course Design – Social Presence<br />Principle: Plan to establish a climate that will encourage open communication and trust.<br />Supports purposeful collaboration and a questioning predisposition.<br />Strategy <br />use small groups<br />Technique <br />to discuss and negotiate expectations<br />
  • 62. Facilitation – Cognitive Presence<br />Principle: Encourage and support the progression of inquiry.<br />Essential to keep discourse on track and ensure that inquiry evolves. <br />Strategy <br />focus discussion; model discourse; facilitate critical discourse; move to resolution <br />Technique <br />use group projects<br />
  • 63. Blended LearningCourse Design<br />Maricopa Community Colleges <br />
  • 64. Redesign Process Overview<br />New course or existing course (online or face-to-face) <br />Break the course down into discrete, specific learning objectives <br />Ask: which objectives are best met online? <br />Ask: which objectives are best met face-to-face? <br />Strategies: how will you integrate the online portion with the face-to-face portion? <br />Strategies: what is the relationship between the face-to-face and the online component (reinforce, new, application)?<br />Strategies: how will you make students accountable for the online portion? <br />
  • 65. Redesign Tools <br />Mapping the course <br />Organizing the course<br />Objectives<br />Modules<br />Schedule <br />Lessons <br />Readings<br />Topics <br />Use as many samples of blended courses as possible (syllabi, course sites) <br />
  • 66. Modules (example)<br />
  • 67.
  • 68.
  • 69.
  • 70.
  • 71.
  • 72. The HyFlex Course Model<br />Brian Beatty, San Francisco State University<br />HyFlex Blog:<br />http://drbrianbeatty.com<br />HyFlex Papers and Presentations:<br />http://itec.sfsu.edu/hyflex/hyflex_home.htm<br />
  • 73. Hybrid + Flexible = HyFlex<br />
  • 74. STARTING POINT<br />Instructional Tech graduate program<br />Established, face to face history<br />130 students, 3 FT faculty, 5-10 PT faculty<br />Regional campus (workers and commuters—2+ hours)<br />Seminar courses<br />Instructional Technology topics (learning, design, integration, media, etc.)<br />Technology users<br />
  • 75. HyFlex Course Principles/Values<br />Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically). <br />Equivalency: Provide equivalent learning activities in all participation modes. <br />Reusability: Utilize artifacts from learning activities in each participation mode as “learning objects’ for all students. <br />Accessibility: Equip students with technology skills and access to all participation modes. <br />
  • 76. Two Course Types<br />Type A: Small to moderate interactive classes<br />Content presentation and class discussion<br />Ex: Graduate seminars<br />Type B: Large lecture classes<br />Minimal in-class interaction among students and faculty<br />Ex: Undergraduate required courses<br />
  • 77. Type A: Student Experience<br />Attend Class in person?<br />Class Topic, Goals, Other Factors<br />LMS<br />Online Agenda<br />In-class Agenda<br />Shared Resources<br />Online Activity (discussion)<br />In-class Activity (discussion)<br />Independent Activity (information)<br />Demonstrate Class Outcomes<br />
  • 78. Weekly Topic Area For Content<br />
  • 79. Discussions<br />Onground Participants<br />Online Participants<br />Weekly Reflection<br />REQ<br />REQ<br />Live In-class<br />Interactive Discussion<br />REQ<br />OPT<br />Asynchronous<br />Topical Discussion<br />REQ<br />OPT<br />
  • 80. Type B: Lecture Capture<br />Lecture capture technology is capable of packaging and distributing lectures in different formats (Rich media echo, Podcast (MP3), Enhanced Podcast, Video).<br />
  • 81. Results (brief)<br />80% say they learned as much as expected or more<br />80% prefer blended classes; 60% prefer to choose their own blend (HyFlex)<br />Some like working online, most like in-class; (almost) all like flexibility<br />
  • 82. HyFlex Fit <br />What value would it add? (student-control, increased online offerings, resolve scheduling conflicts, increased course enrollment)<br />What support/cost would it require? (training, staff, technology, admin structure, faculty/student acceptance)<br />
  • 83. How To Get Started<br />Choose one course to start your re-design (or start from scratch):<br />Can the content be taught in both modes?<br />Can students learn in both modes?<br />Can the faculty teach in both modes?<br />Do administrative structures support both?<br />
  • 84. Table Talk: Your Top 5 in 5<br />What were they?<br />…..<br />How do they address your blended teaching and learning challenges and/or help promote success?<br />
  • 85. Faculty Development and Course Design <br />30,000 foot view <br />
  • 86. Success is highly correlated with <br />Institution’s ability to support the blended instructional model and <br />A high quality, well-implemented (and supported) faculty development program <br />
  • 87. Quality Assurance and Course Peer Review<br />
  • 88. Quality Assurance &amp; Alignment<br />5 of the 8 general standards must align:<br />Course Overview and Introduction<br />Learning Objectives <br />Assessment and Measurement<br />Resources and Materials<br />Learner Interaction<br />Course Technology<br />Learner Support<br />ADA Compliance<br />http://www.qualitymatters.org<br />Alignment of Key Components<br />
  • 89. Essential Standards that Relate to Alignment<br />Activities/resources correspond to objectives<br />Learning activities foster interaction:<br />instructor-student<br />content-student<br />student-student (if appropriate) <br />Clear standards are set for instructor response and availability <br />Measurement against objectives <br />
  • 90. Other Essential Standards<br />Assessment strategies should provide feedback to the student<br />Grading policy should be transparent and easy for the student to understand<br />Implemented tools &amp; media should support learning objectives and integrate with texts and lesson assignments<br />The course acknowledges the importance of ADA compliance<br />
  • 91. Quality Assurance Uses<br />Internal review processes<br />Guidelines for online course development<br />Checklist for improvement of existing online courses<br />Faculty development/training programs<br />Local effectiveness research<br />An element in professional and other accreditation processes<br />
  • 92. Quality assurance resources<br />CSU Chico, Rubric for Online Instruction: http://www.csuchico.edu/celt/roi/index.shtml<br />Illinois Online Network http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp<br />University of Southern Mississippi Learning Enhancement Center http://www.usm.edu/lec/docs/LEC_Online_course_rev2.pdf<br />Houston Community College http://online-course-design.pbworks.com/f/Online_Course_Rubric08.pdf<br />Craven Community College http://tinyurl.com/cravencc<br />Note: May need to cut and paste some links into browser.<br />
  • 93. Institutional Readiness and Blended Learning<br />
  • 94. Institutionalizing Faculty Development: Significant Benefits<br />Creates experiential learning for faculty participants <br />Enables cross-discipline sharing of teaching techniques and learning communities among faculty <br />Creates lifelong learners among the faculty <br />Creates scholarship around teaching and learning<br />Allows peer evaluation of successes and failures <br />Source: UCF&apos;s Support for Teaching and Learning Online <br />
  • 95. Program Options<br />Mandatory vs. required <br />Application to teach blended courses<br />Release time <br />Reassigned time <br />Faculty mentors <br />Course development model<br />One at a time <br />Best of breed <br />Central training <br />Departmental training <br />2-step process (design and teach)<br />Experiential <br />Tiered approach over a few years <br />Overview <br />Summer institute <br />
  • 96. Possible Program Components <br />What is blended learning <br />Faculty readiness<br />Learning objectives <br />Module development<br />Course redesign strategies<br />Assessment techniques<br />Rubrics<br />Learning technologies<br />Student readiness<br />Student success <br />Student crisis points<br />Student teams and other collaborations<br />Academic integrity online<br />Copyright issues<br />Building community<br />Online discussions <br />
  • 97. Institutional Readiness for Blended Delivery<br />Good fit with the character and mission of the institution <br />Good fit with learner characteristics of the institution <br />Good fit with support services available <br />Demonstrated level of faculty interest<br />Robust campus infrastructure <br />Ubiquitous, universal access to computing <br />Redundant, reliable network services <br />Well-equipped campus labs or students equipped with technology <br />Coordinated technical support <br />Source: UCF&apos;s Support for Teaching and Learning Online <br />
  • 98. Institutional Readiness for Blended Delivery<br />Distance or distributed learning leadership <br />Reconciling/understanding faculty and institutional motivation for blended programming<br />Articulated vision and shared vision from top administration <br />Campus-wide coordination <br />Planned growth (high demand areas) <br />Commitment to faculty support <br />Incentives and rewards <br />Systematic faculty development <br />Research design and analysis support <br />Tenure and promotion reconsideration <br />
  • 99. Institutional Perspective: Evaluation<br />Student Access – Enrollment Growth, Attrition, Graduation Rates <br />Learning Effectiveness - Student Outcomes (however defined)<br />Faculty Satisfaction – Perception of their Teaching<br />Student Satisfaction – Perceptions of their Learning<br />Cost/Benefits <br />
  • 100. Institutional Readiness for Blended Delivery<br />Commitment to course and program support <br />Design for scale <br />Quality standards development <br />Multimedia production support <br />Research and development <br />Copyright support <br />Commitment to assessment <br />Ensuring quality of programs <br />Commitment to learner support <br />7 x 24 help desk support <br />Communication and marketing <br />Flexible tutoring and advising <br />Orientation <br />Adequate software <br />Web-based campus services <br />
  • 101. Research Take-Aways<br />Technology ownership<br />Motivation for enrolling <br />Success indicators/predictors <br />Robust student support<br />Sound information internally and externally<br />Faculty workload and satisfaction issues <br />Explore secondary teaching and learning benefits <br />Peer mentoring of faculty members<br />Sources: http://dl.ucf.edu/research/rite/dl-impact-evaluation/ and <br />ECAR 2010 Student Study http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333<br />
  • 102. Resources <br />Sloan online and blended learning survey reports: http://www.sloan-c.org/publications/freedownloads<br />Campus Computing Project: http://www.campuscomputing.net/<br />ELI Blended Learning Workshop Guide: http://www.educause.edu/blendedlearning<br />ELI Blended Learning Focus Session Resource List: http://net.educause.edu/ir/library/pdf/ELIFF10res.pdf<br />ELI Blended Learning Focus Session Recordings: http://www.educause.edu/Resources/Browse/ELIFF10/39333<br />Maricopa Blended Learning Site: http://ablendedmaricopa.pbworks.com/<br />UCF Research: http://dl.ucf.edu/research/rite/dl-impact-evaluation/<br />
  • 103. Online Spring Focus Session<br />April 13–14, 2011<br />http://net.educause.edu/eli113<br />……….<br />Read about the initiative: <br />Seek Evidence of Impact<br />……….<br />Take the SEI Survey: <br />http://www.surveymonkey.com/seisurvey<br />……….<br />
  • 104. Contact Information<br />Veronica M. Diaz, PhD<br />Associate Director<br />EDUCAUSE Learning Initiative<br />vdiaz@educause.edu<br />Copyright Veronica Diaz, 2011. This work is the intellectual property of the author. 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 author.<br />

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