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Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
Portland Terman Conference   Laumakis April 2009
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Portland Terman Conference Laumakis April 2009

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  • Talk about my courses Face-to-face elements Online elements Talk about the evaluation of these courses Tools/techniques Findings/results The latest at SDSU/take-home messages
  • Transcript

    • 1. Give ‘Em What They Want: Blended Learning in a Large Introductory Psychology Course Mark A. Laumakis, Ph.D. San Diego State University Lecturer, Department of Psychology Faculty in Residence, Instructional Technology Services [email_address]
    • 2. Millennial Generation Students
    • 3. Millennial Generation Students
    • 4. More on Millennials
    • 5. More on Millennials
    • 6. Frand’s Information Age Mindset: Ten Attributes
      • Computers aren’t technology.
      • The Internet is better than TV.
      • Reality is no longer real.
      • Doing is more important than knowing.
      • Learning more closely resembles Nintendo than logic.
      • Multitasking is a way of life.
      • Typing is preferred to handwriting.
      • Staying connected is essential.
      • There is zero tolerance for delays.
      • Consumer and creator are blurring.
    • 7. EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (2008)
      • Link: http://tinyurl.com/6a9587
      • Major findings:
        • 80% own laptops, 54% own desktops, and 33% own both
        • 59% prefer a moderate amount of IT in their courses
          • Students in focus groups emphasized the value of face-to-face interaction with instructors
    • 8. EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (2008)
      • Major findings continued:
      66% IT makes doing my course activities more convenient. 32% I get more actively involved in courses that use IT. 46% The use of IT in my courses improves my learning. % Agree Statement
    • 9. ECAR Conclusion
      • “… Net Generation students, along with older students, report that they are not looking for extensive use of IT when it comes to their academic courses. They do not take lots of entirely online courses, and most indicate that even when course lecture materials are posted online, they still attend classes. Instead there is a widespread attitude that IT resources are best situated in learning environments where technology is balanced with other learning activities, especially face-to-face interactions with faculty and students in the classroom. As one engineering major summed up, ‘I feel that IT is a wonderful tool when it is fully understood by both the course instructor and the students. Anything less than that and the tool suddenly becomes something that merely looks pretty, or in the worst case, is a clunky monster.’” (pp. 10-11)
    • 10. Implications for Higher Education
      • Today’s students expect education to emphasize the learning process more than a canon of knowledge
      • They want to be part of learning communities
      • Instructor’s role must change from “sage on the stage” to “guide on the side”
      • Goal must be to match the appropriate use of technology with the content, the instructor’s personal style, and the student’s learning style
      • Blended learning/hybrid courses may represent an optimal choice for today’s students
    • 11. What I Teach: Mega Courses
      • Two 500-student sections of Psychology 101 (Introductory Psychology)
        • One fully face-to-face (traditional)
        • One in a blended learning format (45% online)
    • 12. Setting the Stage
      • Spent Summer 2006 redesigning Psych 101 for a blended learning format
        • Blended learning integrates online and face-to-face activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, 2005)
      • Utilized fundamental principles of instructional design
      • Employed scholarship of teaching approach
    • 13.
      • Extensive use of CPS clickers
        • ConceptCheck questions
        • Attendance
        • Demonstrations
        • Anonymous polling
        • Predicting outcomes
        • Peer instruction (Mazur)
      • Extensive use of multimedia in PsychPortal
        • Videos, demonstrations, and simulations
      Face-to-Face Classes
    • 14. Clicker ConceptCheck Question
    • 15. Clicker Results Chart
    • 16. Clicker Data: Spring 2008 Question % Agree or Strongly Agree Class clicker usage makes me more likely to attend class. 92% Class clicker usage helps me to feel more involved in class. 84% Class clicker usage makes it more likely for me to respond to a question from the professor. 92% I understand why my professor is using clickers in this course. 94% My professor asks clicker questions which are important to my learning. 92%
    • 17. Online Sessions
      • Delivered via Wimba Classroom
      • Live sessions were archived for later viewing
      • Sessions included
        • Mini-lectures
        • Demonstrations
        • Polling questions
        • Feedback at the end of each session via polling questions
    • 18. Wimba Classroom Interface
    • 19. Polling Question in Wimba Classroom
    • 20. Fall 2006-Spring 2007 Evaluation
      • Evaluation led by Marcie Bober, Ph.D. (Educational Technology)
      • Efforts supported by Academic Affairs, Instructional Technology Services, and College of Sciences
      • Initial evaluation is part of ongoing evaluation process
        • Course (re)design is an iterative process
        • Focus on continuous improvement
    • 21. Evaluation Tools and Strategies
      • Multimethod approach included the following:
      • Week 7 “How’s It Going?” Online Survey
      • In-class Observations
      • IDEA Diagnostic Survey
      • Student Focus Groups
      • Departmental Course Evaluations
      • Course Grades
    • 22. Evaluation Findings: IDEA Diagnostic Survey
    • 23. Evaluation Findings: IDEA Diagnostic Survey Note: Top 10% = 63 or more 62 65 70 Fall 2006 Blended 72 68 73 Fall 2006 Traditional 71 73 Excellent course 68 69 Excellent teacher 77 77 Progress on objectives Spring 2007 Traditional Spring 2007 Blended
    • 24. Evaluation Findings: Departmental Course Evaluations
    • 25. Evaluation Findings: Course Grades (Fall 2006)
    • 26. Evaluation Findings: Course Grades (Spring 2007)
    • 27. Evaluation Findings: Course Grades (Fall/Spring Combined)
    • 28. Evaluation Findings: Course Grades Fall 2007
    • 29. Evaluation Findings: Course Grades Spring 2008
    • 30. Summary of Course Grade Data
    • 31. The Learning Continuum 20% 40% 60% 80% Entirely On-line Classes Conventional Face-to-Face Classes
    • 32. Blended Learning = “The Sweet Spot” 20% 40% 60% 80% Entirely On-line Classes Conventional Face-to-Face Classes “ The Sweet Spot”
    • 33. What’s the Latest?
      • Introduction of more blended learning courses at SDSU
        • Students now seek out the blended learning section
      • Continued evolution of online sessions
        • Less lecture
        • More demonstrations, simulations, and polling questions
      • Fully online Psych 101 course in Summer 2008
        • Course enrollment of 66 students vs. average of 46 in previous 5 years (traditional face-to-face course)
        • D/F rate dropped from 14.1% to 11.0%
    • 34. Lessons Learned
      • Yes, you can do blended learning in a mega course!
      • Course redesign takes time and effort
      • Support is key
      • Moving to blended learning format does NOT mean moving your face-to-face course online
        • You must change the way you teach
      • Predict problems with technology
      • When we offer blended learning courses, we are giving students exactly what they want

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