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PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
PSU Fayette Blended Learning Initiative
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PSU Fayette Blended Learning Initiative

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  • many students indicated having more responsibility enhances their learning Studies show self-directed students more likely to succeed Although having self-directed learning skills when you begin a hybrid course will improve your chances of succeeding, former students of blended courses have indicated that taking the course in this format has actually helped them improve their time management skills because it forces them to plan courses and activities purposefully.
  • One third had some technical problems during the course and the majority of them requested help from their instructor or TA through electronic communication or office hours. 80% indicated that an online or hybrid course required them to take more responsibility to “teach themselves.” 50% indicated that this enhanced their learning 50% indicated that it made the course more difficult.
  • Talk around discussions – Astro – talk about how discussion is done
  • Punnett Squares files and word docs genetics Killer Asteroid Unit 2
  • Transcript

    • 1. Blended Learning Initiative Learning Design Stephanie Edel-Malizia Instructional Designer Penn State World Campus
    • 2. PSU Blended Learning Initiative <ul><li>30 traditional courses </li></ul><ul><li>Redesigned to be taught fully online </li></ul><ul><li>Further redesigned to be taught as blended courses </li></ul><ul><li>Materials shared with Penn State campuses </li></ul><ul><li>Research provided by Schreyer Institute </li></ul>
    • 3. Blended Learning Outcomes: Faculty Perspectives –Schreyer Institute for Teaching Excellence and Psychology, Penn State, Suzanne Weinstein 2007 <ul><li>All instructors developed a more positive attitude - over time </li></ul><ul><li>Instructors thought the new format was efficient </li></ul><ul><li>New format required learners to take more responsibility </li></ul><ul><li>However… some students still come unprepared and with unreasonable expectations </li></ul>
    • 4. Blended Learning Outcomes: Student Readiness –Schreyer Institute for Teaching Excellence and Psychology, Penn State, Suzanne Weinstein 2007 <ul><li>Most students had the necessary skills </li></ul><ul><ul><li>Technology skills </li></ul></ul><ul><ul><ul><li>Learners weren’t sure what they signed up for – higher withdrawal rate </li></ul></ul></ul><ul><ul><li>Self-management skills </li></ul></ul><ul><ul><ul><li>Most common benefit: ability to manage their schedules more effectively </li></ul></ul></ul><ul><li>80% indicated that an online or hybrid course required them to take more responsibility to “teach themselves.” </li></ul><ul><li>50% indicated that it made the course more difficult </li></ul><ul><li>50% indicated that this enhanced their learning </li></ul>
    • 5. Blended Learning Design Process <ul><li>Where to start? </li></ul><ul><ul><li>Determine effective pedagogy including identifying content most suitable for face-to-face and for online instruction </li></ul></ul><ul><ul><li>Determine appropriate assessment methods </li></ul></ul><ul><ul><li>Access learning resources </li></ul></ul>
    • 6. BLI Learning Design <ul><li>Determine effective pedagogy </li></ul><ul><li>The art and science of teaching </li></ul><ul><ul><li>Best delivery method including appropriate use of text, audio, animation, video, videoconferencing, etc. </li></ul></ul><ul><ul><li>Individual learning or collaborative </li></ul></ul><ul><ul><li>Higher order thinking skills </li></ul></ul><ul><ul><li>Appropriate use of Web 2.0 tools </li></ul></ul><ul><ul><li>Availability of copyright free media resources </li></ul></ul>
    • 7. BLI Learning Design
    • 8. BLI Learning Design <ul><li>Getting Access to BLI Learning Resources </li></ul><ul><ul><li>All online learning resources created are then made available for use in blended courses </li></ul></ul><ul><ul><li>Resources include animations, podcasts, assessments, discussions, lessons, etc. </li></ul></ul><ul><ul><li>Resources currently available through Master Course or Angel Repository </li></ul></ul><ul><ul><li>Resources will be made available through a repository currently piloting use of Equella </li></ul></ul>
    • 9. BLI Learning Design <ul><li>BLI Website </li></ul><ul><li>http://weblearning.psu.edu/blended-learning-initiative </li></ul><ul><li>Repository </li></ul><ul><li>http://us.equella.com/psu/logon.do </li></ul><ul><li>Contact </li></ul><ul><ul><li>Stephanie Edel-Malizia, Ed.D. </li></ul></ul><ul><ul><li>Instructional Designer, Blended Learning Initiative </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>

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