The Impact of Faculty Development on Blended Learning
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

The Impact of Faculty Development on Blended Learning

on

  • 2,570 views

 

Statistics

Views

Total Views
2,570
Views on SlideShare
2,508
Embed Views
62

Actions

Likes
0
Downloads
78
Comments
1

5 Embeds 62

http://instructionaldev.umassd.wikispaces.net 49
http://www.slideshare.net 6
http://drnouraci571class.pbworks.com 3
http://umassdinstructionaldev.wordpress.com 2
http://instructionaldev.wikispaces.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

The Impact of Faculty Development on Blended Learning Presentation Transcript

  • 1. The Impact of Faculty Development on Blended Learning
    • The Instructional Development Team
      • Magali Carrera, Team Leader
      • Tracey Russo, Instructional Designer
      • Damon Gatenby, Technical Support Specialist
      • Jen Riley, Faculty Trainer
  • 2. Who we are?
    • UMass Dartmouth CITS/Instructional Development team
      • Background
      • What we do
      • Online Teaching and Learning Strategies Training Course
  • 3. Agenda
    • UMass System Sloan Consortium Grant
    • Blended Learning Training Course
    • Integrating Instructional/Emerging Technologies
    • Faculty Survey Results
    • Lessons Learned
    • On-going Plans
  • 4. Sloan Consortium Grant
    • UMass campuses develop plan to expand access to programs by taking a “local strategy” approach to developing, delivering, and marketing online, blended programs, and services.
    • UMass system awarded $650,000 Sloan Consortium grant in January 2007.
  • 5. Sloan Consortium Grant
    • Transform B.A. in Liberal Arts degree to meet the needs of regional population
    • Provide alternative course calendaring and scheduling
    • Create highly interactive blended courses
    • Utilize available technologies to enhance the learning environment
    • Provide faculty development support
  • 6. Blended Learning Training
    • Developed 2-week online blended learning training course using blended practices (i.e. face to face meetings; synchronous online meetings via Live Classroom, asynchronous discussions; team projects; resource building)
    • Developed and facilitated by faculty for faculty
  • 7. Blended Learning Training
    • Participants actively engage with each other to reconsider classroom practices via the discussion boards and small group discussions.
    • Participants engage with blended learning technologies (Live Classroom, audio integration, wikis, etc).
    • Determine the “right mix” --how face-to-face assignments blend with online assignments to create effective learning experiences.
  • 8. Faculty Commitment
    • Faculty invited to participate
      • receive $4000 stipend
    • Participate in the 2 week online blended learning workshop via our campus learning management system (LMS)
    • Complete LMS 2-week training course (if not done so already)
    • Complete at least 2 technology workshops (i.e. using audio files; using additional Vista tools; etc.)
  • 9. Faculty Commitment
    • Learn to use Wimba Live Classroom, the campus synchronous collaboration tool
    • Integrate new technologies into their course
    • Allow peer assessment of the blended course
    • Participate in IRB approved surveys and distribute student surveys in course
    • Provide future workshop on experience
    • Offer their course at least one more time within four semesters of the first offering
  • 10. Blended Learning Training
    • Training Course Objectives
      • define blended/hybrid learning;
      • become familiar with current literature on blended/hybrid learning;
      • become familiar with instructional technologies that can be used to enhance the student learning experience;
      • form a community of practice;
      • develop a web-link library of resources; and,
      • create an action plan for developing one's blended course, identifying appropriate instructional technologies.
  • 11. Training Overview Introductions and Defining Blended Learning Developing Your Ideas About Blended Learning Sharing Our Work Submit Survey
  • 12. Training Start
    • Our training begins with a short survey:
      • 1. Which of the following do you feel most accurately defines the term “blended learning”?
          • A mix of face to face classroom instruction and online instruction
          • Instruction using multiple forms of media
          • A shift from lecture to student centered instruction in which students become active and interactive learners
          • Reduced seat time in the face to face classroom
          • An online course site with course materials and activities that supplement the face to face classroom instruction
      • 2. What do you think are the benefits and challenges of blended learning?
  • 13. Introductions and Defining Blended Learning
    • Welcome/overview
    • Course expectations
    • Technical requirements
    • Why blend?
    • Introductions-via asynchronous discussion
      • How do you define blended learning now?
  • 14. Introductions and Defining Blended Learning cont.
    • Review the current literature
    • Models and scenarios
    • Types of Blends
    • 2 nd asynchronous discussion addresses the following:
      • Has your original definition of blended learning changed? Why or why not?
      • What ideas about going blended and (re)designing your class do you have at this point based on what we've read?
  • 15. Developing Your Blended Ideas
    • Finding the Mix
      • Start with your objectives
      • Know your learner
      • Make your course interactive
      • Deciding when to be live versus when to be online
      • Learner choice vs. self-regulation
      • Bells and whistles versus simple designs
      • Knowing if the blend works
  • 16. Developing Your Blended Ideas
    • Pick a learning objective and decide how to achieve that objective in your blended course.
      • Consider the following questions:
      • What assignment(s) will you blend to achieve that learning objective?
      • Will the assignment(s) take place face-to-face or online?
      • What instructional technologies will you use to develop and present the assignments?
      • What are the benefits of your approach?
      • What are the drawbacks of your approach?
  • 17. Sharing Our Work
  • 18. Sharing Our Work
    • Participant Action Plan
    • 1. What objective(s) will be redesigned for the online environment?
    • 2. What media or technology do you plan on integrating to achieve your goals?
    • 3. What additional training, workshops, or technology assistance do you anticipate?
    • 4. What are your next steps?
  • 19. Using Instructional Technologies
    • Synchronous Virtual
      • Chat/IM
      • Virtual Classrooms
    • Asynchronous Virtual
      • Threaded Discussions (Voice or Text)
      • Wikis
      • Blogs/Journals
    • Self-Paced Asynchronous
      • Podcasts
      • Self-tests
      • Tutorials/Simulations
  • 20. Faculty Survey Results
    • When asked....
      • I would teach a blended course or fully online course again.
        • All stated, “yes”
      • I would encourage other faculty to teach a fully online or blended class.
        • Strongly agree-100%
  • 21. Faculty Survey Results cont.
      • The blended faculty believes that the blended course format allows them to teach more effectively.
        • To a moderate extent 50%
        • To a great extent 25%
      • Technical support and help was available when I needed it.
        • All faculty “strongly agreed”
  • 22. Lessons Learned
    • Training
      • Discussions were considered very effective
      • Exchange of resources and ideas
      • Chance to use technologies, Live Classroom
      • Group work was least valuable
      • Pace too fast
    • Other considerations
      • Students need better notification about what a blended learning environment is and how a course will unfold during a semester
      • Faculty time on task was increased
      • Technical issues for students
  • 23. On-going Plans
    • Further development of learning objects
    • Evaluate
      • Collaborative tools (clickers, wikis, blogs)
      • Lecture capture software
  • 24. Questions/Comments?