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Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
Sloan_Conference Presentation_Course  Redesign_2012
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Sloan_Conference Presentation_Course Redesign_2012

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  • 18 Blended Learning Faculty Fellows in the community meet twice a month organized by CTE. BL fellows describe where they are on their blended courses and share their experiences with technologies, best practices with coursse design, online assessments, good video content design. Faculty also show case their belended course with share with the group to get feedback from other Blended fellows. Faculty also brainstormed how to access the effectiveness of those blended courses. They hear problems and solutions and see what is and is not working in other classes to share experiences, showcase in the conferences, webinars and brownbags. An OIT instructional designer is assigned to each course who will work closely with the faculty on the implementation plan for Spring 2012. The IDs also offer training and support for use of technology learning tools and provide assistance in solving integration and implementation issues.
  • Needed to replace Friday discussionsReasons for changing to individual – needs of 495 instructors, no easy way for groups to meet without discussions
  • Officially 2 sections of BMGT 340 became “blended” in the course catalogStudents said, “What’s that?”Unofficially, the classes are really semi-blendedStill have project videos for all sectionsAdded online lectures to replace 6 classes in the two blended sectionsTechnology TAs to enhance the videos and to help students
  • Transcript

    • 1. Faculty Course Redesign Experience Dr. Susan White Jun Yang University of Maryland Sloan-C Blended Learning Conference April 24, 2012, Milwaukee
    • 2. University of Maryland • • • • • • Carnegie Doctoral/Research University Member Association of American Universities (AAU) Flagship of the University System of Maryland 37,000 students 4,000 faculty 5,000 staff Division of Information Technology
    • 3. UMD- Blended Learning Initiative Community Development Implementation Ongoing Support Division of Information Technology
    • 4. UMD- Blended Learning Initiative Division of Information Technology
    • 5. UMD- Blended Learning Initiative Community Development Implementation Ongoing Support Community • Blended Learning Fellows • Initial full day retreat • Blended Learning Fellows meet twice a month Ongoing Support • a team of instructional designers • the Center for Teaching Excellence • the departments and colleges Division of Information Technology
    • 6. Three Corners of a Blended Classroom Pre-Class Online Instructors alternate learning activities in both environments In a logic flow and sequence In-class Post-class online Blended & Integrated Closing the loop
    • 7. A Blended Course Synchronous Face to Face Online Asynchronous Supported by instructional technologies Instructional Strategies Pre-Class Online Instructional Objectives In-class Content Delivery Interactivity Assessments Student-content |Student-student |Student-Instructor Student Support A Blended Course Post-class online follow-up Closing the loop
    • 8. BMGT 340 – Why Blended?  Professor for BMGT 340, Business Finance, for 11 years at Maryland  Taught in large lecture classes (250 students), plus 50 minute discussion sections with TA until Spring 2011  Now 60 student sections, with no discussion
    • 9. An Idea for Technology Enhanced Course Make sure that you’re not just adding an online, extra component  Spring 2010 – Center for Teaching Excellence New(er) Technologies Fellow  Fall 2010 – used Camtasia to provide technology enhanced teaching materials in preparation for small classes coming the following spring  Group project changed to individual project with instructions in Camtasia videos replacing some Friday discussions  Students experienced a course and a half and TAs thought the grading would never end!
    • 10. Enhanced to Blended Chronology  Spring and Fall 2011 Try to have less emphasis on exams and have shorter, more frequent evaluations  Scaled down individual project a little more each semester  Three instructors teaching 7 sections of 60 students  Highly coordinated course – joint exams, syllabus, lecture notes, project  Spring 2012 – Semi-blended  Officially 2 sections of BMGT 340 became “blended” in the course catalog  Unofficially, the classes are really semi-blended
    • 11. Pre-class Online Design incentives to encourage students to do pre-class activities  Watch videos     Made with Camtasia, enhanced by technology TA Cover basic concepts, simple problems Quizzes in SurveyMonkey Students receive points for completing quizzes  So far, completion points, not for right answers  Typically completed by 50-60 of the 75 students  Increase points in fall?
    • 12. In Class Make classes, even large classes, as interactive as possible  Start with SurveyMonkey questions  Highlight good essay question answers  Call on students (with right answers) to work problem questions  Brief review of concepts covered in videos  Cover material better suited for face to face      More difficult, multi-stage problems Concepts students in the past have had difficulty with Small groups working problems Ethics mini-cases Clickers – questions related to course material, both online and face to face
    • 13. Post-Class Online Big challenge is making connections  End face to face class with “next steps”     What material will be covered next How it relates to chapter we just covered How it relates to future chapters How it relates to class projects  Issues  Students prefer homework to projects  Homework questions are more exam-related  Need to better motivate benefits of projects
    • 14. Next steps? Big challenge of motivating and engaging nonmajors  Fully blended in Fall 2012?  Greater consistency (less need for students to worry about the schedule)  Greater room availability  Concerns: covering all the material  Discussions take time – more engaging, but fewer chapters covered  High degree of course coordination – exams count more than is suggested in a blended course
    • 15. Survey Results  Most took the class because it fit into their schedule or was required by their major  Answered by about half of 340 students  Answered by students in 10 blended courses in the pilot program  Most took the class because it fit in their schedule or was required  Percent “wanting to try a new type of course or interested in blended learning  All courses: 19.6%  BMGT 340: 17.6%
    • 16. W ha t a re y o ur time e xp e c ta tio ns fo r this b le nd e d c o urs e ? (fa c e -to fa c e , o nline , a nd ho me wo rk time ) This course will require more time compared to a traditional face-toface course. This course will require less time compared to a traditional face-toface course. This course will require an equal amount of time compared to a traditional face-to-face course.
    • 17. Fo r the fo llo wing sta te me nt, p le a se ind ica te yo ur a g re e me nt. I expect to have a better learning experience in a blended learning course. I feel that I will be better able to allocate my time in this course as compared to a traditional, face-toface course. 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00
    • 18. Student Comments  Video lectures are very helpful  I can watch the videos whenever I have time  There are a lot of resources available to study and practice online  I like being able to stop and start the videos on my own  I love being able to pause the lecture, write more slowly  No classes for watching videos about the lectures  It's VERY helpful to have the lectures up online in addition to the in-class lectures for studying purposes. I think every lecture should be recorded in video.
    • 19. And they also said  The videos are something boring and I have to watch them even if I know the material from a previous class  It can be difficult to learn the material through the online videos  Many times I have to re-watch the videos when completing the homework and still have to meet with a TA to make sure I am understanding  Homework is hard. Sometimes it comes from chapters we haven’t covered.  I do not like that I cannot ask questions to the teacher during the online section.  Many times by the time that I get to see the teacher next, I have forgotten what I was confused about.  I wish they would have done a better job of explaining the exact details of blended learning during course signup.
    • 20. Questions & Comments? Contact us Dr. Susan White swhite@rhsmith.umd.edu Jun Yang junyang8@umd.edu Division of Information Technology

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