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Redefining community

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Attached is the PowerPoint for "Redefining Community: Blended Courses to Blended Cultures"

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Redefining community

  1. 1. REDEFINING COMMUNITY:FROM BLENDED COURSES TOBLENDED CULTURES Presented By: Thalia MacMillan, Rebecca Bonanno, Sarah Hertz, Cathy Leaker, Amanda Sisselman, Christopher Whann, and Susan Tratner
  2. 2. OVERVIEW OF PRESENTATIONI. Blending and Its Discontents: Literature Overview and Multimedia RepresentationII. Background of ESC and Institution Specific Blending ChallengesIII. Our Project: Blend In with the Blendies!IV. Early Challenges and ResolutionsV. Going forward to Phase II
  3. 3. BLENDING IN A NUTSHELL Successful hybridity—however that may be defined—requires bringing the two dissimilarparts together so that they work in concert and may produce a third result Sands, 2002
  4. 4. THE NUTSHELL’S THREE LAYERS Introducing technology into the classroom presents opportunities – and obstacles to overcome. The introduction of any new technology – no matter how transparent or easy to use – requires changed behaviors. In education, the challenges can be grouped into three key areas: cultural, process, and academic. Any of these can hinder achieving return on investment and the ability to leverage – and scale – blended learning technologies. Greenberg, 2012
  5. 5. IN OTHER WORDS……
  6. 6. EMPIRE STATE COLLEGE: WHO ARE WE?  4 year comprehensive college in SUNY system  Distributed throughout New York State  Serves 19,000 + students per year o 41.4% at Center for Distance Learning (mostly online) o 11.4% at Metropolitan Center (mostly f2f)
  7. 7. AGE OF OUR STUDENTS35 31.730 26.7 25.625 22 20 1920 16.216.8 Metro15 12.6 CDL 9.51050 Under 25 25-29 30-39 40-49 50+
  8. 8. % PART TIME ENROLLMENT Metro CDL 64.6 60.8 53.8 55.3 Fall 2010 Spring 2011
  9. 9. SERVING “NONTRADITIONAL” STUDENTS Profile of All US Non Traditional Characteristics Undergraduates, NCES 2002 According to NCES Age 25 or older (38% in 2007)  Entry to college delayed by at least one year following high At least one school nontraditional 73% characteristic  Having dependents  A single parent  Employed full time  Financially independent  Attend part time Traditional 4year residential 27%  No high school diploma
  10. 10. INSTITUTIONAL IDENTITY ROOTED IN ALTERNATIVEAPPROACHES TO HIGHER EDUCATION Learning occurs as new conditions require new responses, as new experiences excite new reactions. We learn when situations challenge competence, test purposes, question values. From ESC Bulletin, 1971
  11. 11. NEW INNOVATIONS – NEW IDEAS Creating a blended culture at ESC  New response – new reactions  Finding creative ways for students to complete courses The Open SUNY initiative
  12. 12. ESC’S “NEW RESPONSE, NEW REACTIONS”: TWO DRIVERS OFRESPONSE AND INNOVATION The Mentoring The Instructional Paradigm: Design Paradigm: Center for Regional Centers Distance Learning and FTF Studies and Online Courses
  13. 13. ….WITH SHARED VALUES AND A COMMON PURPOSE learning-centered interactive dynamic constructivist adaptive ―Ideally adult students do not take a course, they steer a course‖ (Ball and Lai, 2004)
  14. 14. OUR MISSION: TOWARD A COMMUNITY OFPRACTICE FOR BLENDED LEARNING Culture Blended Blended Community of Courses Processes Practice Academic
  15. 15. Culture Strategies: Surface Assumptions Maintain Sensitivity Cultivate Learning Community
  16. 16. CDL: HOW WE SEE OURSELVES
  17. 17. CDL: HOW THE CENTERS SEE US
  18. 18. REGIONAL CENTERS: HOW WE SEE OURSELVES
  19. 19. CENTERS: HOW CDL SEES US
  20. 20. MAINTAIN SENSITIVITY: “MOVE SLOWLY ANDSTAY IN FRONT!” Standing on the Shoulders of Giants The Pressure Cooker Effect Local Conditions  Local Practices
  21. 21. EMPHASIZE COMMUNITY BUILDING Planned Extracurricular Events Nurture Blended Identity/Presence Model Cross Center Collaboration
  22. 22. PROCESSESStrategies:Take Redesign SeriouslyResolve Administrative Glitches Early andOftenSupport Critical Dialogue
  23. 23. TAKE REDESIGN SERIOUSLY: BEYOND THE ADDN’ STIR STRATEGY Time Support for skill development Incremental implementation
  24. 24. RESOLVE “ADMINISTRATIVE” GLITCHES EARLY AND OFTEN Whose course is it? Who lists the course? What review processes are in play? Are there intellectual property issues? Is there a platform for this?
  25. 25. SUPPORT CRITICAL DIALOGUE/PRACTICE Challenge the paradigms (even when the paradigm Is sitting across from you!) Acknowledge problems Pay attention to theory
  26. 26. ACADEMICS Strategies: Cross Disciplinary Flexibility within Parameters Focus on Integration
  27. 27. CROSS-DISCIPLINARY1. Introduction to Human Services (CHS)2. Disabled in America (CHS)3. Survey of Social Science Research Methods (CHS)4. Corporate Finance (BME)5. Emerging Markets (BME)6. Cultural Anthropology (Cultural Studies)
  28. 28. TOWARDS A WORKING DEFINITION: FLEXIBILITYWITHIN PARAMETERS 60/40 Split Sharing Best Practices Making Blended Academic Goals and Strategies Transparent
  29. 29. FOCUS ON INTEGRATION What are my objectives? What do I want to achieve with this blend? What is the best sequence of learning activities? How much effort should be given to each activity (reading, reflection, learning activities)? How do we assess progress in the material?
  30. 30. WHAT’S NEXT?1. Implementation: Metro/CDL Pretzel Pilot (January, 2013)2. Expanded Blended Community of Practice3. Common Processes for CDL and regional Centers?4. Increased offerings5. Variations in synchronous delivery (i.e., Skype, Elluminate)
  31. 31. THINGS TO PONDERAs we go forward – some things to ponder: What are our long term institutional objectives? What do we want to achieve with this blend? How do we ensure this initiative strengthens online, ftf and blended modes? How do we assess progress in the project? How can we support students becoming agents of their own blend?
  32. 32. OUR GOAL: GENERATING THE THIRD RESULT…. Not this…… THIS!
  33. 33. ANY QUESTIONS?

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