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  • 1. http://www.landscapesphotos.com/images/wallpapers-oceans.jpg
  • 2. BOLD Blended Online Learning Design: an international research initiative Power & Vaughan CNIE 2009 http://www.templateswise.com
  • 3. Who? What? Where? When? Why?
  • 4. Overview – PILOT STUDY • Distance-based graduate courses/programs at – University X and – University Y • Sample: Student, Faculty, Administration and Instructional Designer perspectives • Case study questions
  • 5. UNIVERSITY ‘X’: Online Graduate Courses/Programs Faculty of Nursing • Courses Faculty of Social Work • Master’s Program Faculty of Education • Master’s and Doctoral Programs
  • 6. Graduate Division of Educational Research
  • 7. Graduate Research • Currently, more students enrolled in online programs (~600 students) • Core faculty teach both campus and online • All online courses have asynchronous and synchronous components
  • 8. Learning Management System University X
  • 9. Synchronous Communication System people chat chat
  • 10. Distance Education and Online Learning at University Y • 369 courses offered • 167 under development • 30 programs • 75% undergraduate, 25% graduate • Approx. 26,000 students enrolled (04/09)
  • 11. 19 1 995- 1 10 000 15 000 20 000 25 000 30 000 0 5 000 19 9 6- 99 97 19 6 19 - 9 1 7 19 9 8- 99 1 8 2 099- 99 2 9 20 0 0- 00 2 0 20 01 - 0 0 02 20 1 20 - 0 2 2 20 03 - 0 0 04 20 3 20 - 0 2 4 Enrolments at ULaval 20 05 - 0 0 Source: www.clifad.qc.ca 06 20 5 -2 06 00 7 Distance Education Programs - UY
  • 12. Distance-Based Graduate Courses/Programs - UY Faculty of Business Administration • 2 MBA programs + 3 graduate diplomas • 3 other graduate short programs (9-15 cr.) Faculty of Education & Faculty of Social Sciences (BOLD) • 1 short program (15 cr.) • Individual courses (mine!)
  • 13. Types of DE & OL at UY Unpaced (individual) Synch Asynch Paced (cohort) © M. Power Based on Potvin & Gérin-Lajoie (2008) & Power & Gérin-Lajoie (2008) 2009
  • 14. Types of DE & OL at UY Unpaced (individual) Independent Learning (Tele-courses) Synch Asynch Paced (cohort) © M. Power 2009
  • 15. Types of DE & OL at UY Unpaced (individual) Independent Learning (Tele-courses) Synch Asynch Forum-based courses Paced (cohort) © M. Power 2009
  • 16. Types of DE & OL at UY Unpaced (individual) Independent Learning (Tele-courses) Synch Asynch Virtual Classroom Forum-based (V-conf) courses /Virtual classroom Paced (cohort) © M. Power 2009
  • 17. Types of DE & OL at UY Unpaced (individual) Independent “Expert” Learning courses (Tele-courses) Synch Asynch Virtual Classroom Forum-based (V-conf) courses /Virtual classroom Paced (cohort) © M. Power 2009
  • 18. Types of DE & OL at UY Unpaced (individual) Independent “Expert” Learning courses (Tele-courses) Synch BOLD Asynch Virtual Classroom 50% Forum-based (V-conf) courses /Virtual classroom Paced (cohort) © M. Power 2009
  • 19. So… what is BOLD? BOLD Blended B Online Learning O Learning Design L Design D
  • 20. Based on… Garrison & Vaughan, 2007 Power, 2009
  • 21. BOLD: 1 part synch, 1 part asynch Virtual classroom LMS SYNCHRONOUS ASYNCHRONOUS
  • 22. This study is forcing us… • to refine our thinking about Online Learning … • to redefine it.
  • 23. Study Questions • Advantages and disadvantages? On campus vs. Online? • Training and support required? BOLD-based format? • Transition? F2F- BOLD? • Recommendations? Colleagues? Peers?
  • 24. PILOT STUDY Participants STUDENTS ADMIN FACULTY IDs University X 18 03 03 04 University Y 14 03 03 03
  • 25. UX - STUDENTS • “(BOLD) allows multiple forms of communication and interaction between peers and professors”. • “I can participate in graduate courses from the comfort of my home without the hassle and stress of commuting to campus”. • “Responsibility is evenly distributed between teachers and students”.
  • 26. UX - FACULTY • “I’m not ‘trapped’ in a classroom”. • “Mixing the communication technologies create very interesting learning spaces”. • “Students and faculty are physically separated but psychologically connected and engaged”. • “It’s easier to integrate external subject matter experts”.
  • 27. UX - ADMIN • “There is revenue generation potential through expanded access to graduate courses”. • “…equity of access… same courses are offered with same core faculty…”. • “…continuous professional development, spanning time and distance…”.
  • 28. UX - IDs • “There is the potential to create a more active learning environment for all students”. • “It’s important for ESL students as they can re- read the discussion forum postings or re-play a synchronous online discussion”. • “It’s easier and more efficient to monitor individual student participation”.
  • 29. UY- STUDENTS • “It [BOLD] works for my family circumstances: even if I’m busy in class, I’m home… no parking fees, no driving, no wasting time driving to university, same quality instruction…” • “I choose where I want to study, so I create my own comfortable, physical environment”.
  • 30. UY- STUDENTS • …instruction …same quality as on campus in F2F or even better,… same group reflection process, more opportunity for conversation, easier to have guest speakers, lots of ‘space’ for personal expression, .. saves me time, no driving, fewer expenses, don’t have to get dressed up or prepare a lunch… ”
  • 31. UY- FACULTY • “What I like is that I’m in my office and I have everything I need. If I need to consult a book, an article, there it is. If I need a slide or a figure, I just snapshot it. It sure beats lugging my computer and materials halfway across campus (to give a course)”. • “I had to attend a conference in France during the term. Normally, I’d have lost a class or two. This time, I taught from my hotel room”.
  • 32. UY- FACULTY • “At first, I wondered if the system would work reliably. It did. No glitches at all”. • “I needed some tech support to get going but by week 4, I was on my own. I knew what I had to do and how to do it”. • (Full Professor) “This was one of the most enjoyable courses I have ever given. I don’t intend to go back into the classroom”. • There is no difference (on campus, online) ”.
  • 33. UY- ADMIN • “ Reaching students wherever they are, especially at the graduate level…” • “ We can offer specialty courses which currently have low enrolment levels”. • “ Some students may find it limiting… there may be scheduling issues…”; • “ …it’s still too early to say.. We’re still experimenting with it [the virtual classroom]”.
  • 34. UY- IDs • “ …we’re able to reach out to students who would normally not come on campus… ” • “ We’re able to do more in a virtual class than in a regular classroom because courses are better designed ”. • “ Lower attrition in a synchronous classroom course than in an asynchronous course… ” • “Better for the student… can listen to the course ” • “I’m worried about lower levels of design…”.
  • 35. BOLD Research and Researchers ID & EdTech DE/OL/BL BOLD FACULTY GRADUATE DEVELOPMENT STUDIES ARE YOU A BOLD RESEARCHER?
  • 36. ENGLISH-language network BOLD International Research Network Dual-mode universities Founder: M. Power; Co-founder: N. Vaughan; Coordinator: A. St-Jacques. www.bold-research.org (Sept. 2009)
  • 37. FRENCH-language network E-learning intégral (synchrone et asynchrone) Carroll-Ann Keating & Richard Lemay Universités bimodales
  • 38. SPANISH-language network Red de investigación hispanófono - design de enviros de aprendizaje en línea en modo integral Ana- Silvia Aguera- Hernandez Universidades bimodales
  • 39. ‫‪ARABIC-language network‬‬ ‫شبكة البحث حول تصميم البرامج التربوية في بيئة التعلم‬ ‫اللكتروني المدمج )المتزامن و غير المتزامن(‬ ‫‪Zein‬‬ ‫‪Fakih‬‬ ‫&‬ ‫‪Amina El‬‬ ‫‪Bakkar‬‬ ‫العضاء المحتملۅن في الشبكة‬ ‫الشبكة الدولية للبحوث ‪BOLD‬‬
  • 40. CHINESE-language network 多模混合式网上学习设计 ( 高等教育 ) Lin Yu 潜在的双模大学成员
  • 41. Thank you! Mike, Norm & Annie
  • 42. michael.power@fse.ulaval.ca NVaughan@mtroyal.ca bold-research@fse.ulaval.ca