Sloan2011 nglc


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Sloan-C ALN NGLC Panel Presentation The Next Generation Learning Challenge and Online Learning: A Report on Selected Projects
November 9, 2011

* Online Learning: Keys to Success of the SUNY Learning Network
* Factors & Strategies that impact online CC student persistence,
* Kim Scalzo's DAETE presentation- SLN SOLsummit
* Bob Knipe's presentation on accreditation and DL: what ever DL director should know
* David Wicks Mobile Learning - SOLsummit 2011
* SLN research update 2011 - SLN SOLsummit
* ANGEL 7.4 administration
* HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Tabitha Carter, and Bill Pelz- SLN SOLsummit
* Sln course design process
* A conceptual framework for high quality, higher education, online learning environments.
* Learning Presence
* INACAP/SLN/SUNY Mesa Redonda
* Stevie Rocco's prezis: Separating Content from Structure: The LMS Quandary & The PSU Online Initiative
* Bryan Alexander's: Emerging technologies for teaching and learning: a tour of the 2010 horizon
* Chrisie Mitchell's Online Student Success Initiatives at Dutchess Community College
* Phil Ice's: Student Retention in Online Programs
* Bill Pelz and Jane Verri's: The Herkimer HyFlex
* Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of Instructional Design Strategies and New Technologies in Online Courses
* Richard Garrett's Eduventures: Online Higher Education Market Update 2010- U.S. and New York Data
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* SLN 5 key elements of success
* 2011 summit attendees
* SED Application for Addition of the Distance Education Format to a Registered Program
* List of institutions approved through the institutional capability review process for Distance Learning
* SED Institutional Capability Review for Distance Learning- short form
* CPD/SLN/OLIS certificate programs - SLN SOLsummit
* 50 alternatives to lecture
* SLN Online Teaching Self-assessment
* A series of unfortunate online events
* Resources
* SLN SOLSummit 2010 attendees list
* SLN SOLSummit 2010 Agenda
* Teaching Outside The Box Handout
* teaching outside the
* SLN education mission statement
* SLN facuty development program description
* The SLN faculty development process
* Chile 2009 - US State Department Speaker program and INACAP
* Teaching Outside The Box Handout for Delhi 2-3-98 2009 Conference
* Teaching Outside The
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Sloan2011 nglc

  1. 1. The NGLC & Online Learning: A Report on Selected Projects Alexandra M. Pickett, and William Pelz The SUNY SLN "Catch-up and Complete" Enhanced Blended Learning Initiative Thomas B. Cavanagh Expanding Blended Learning Through Tools and Campus Programs: A UCF/AASCU Project Steve Ritter The Mathematics Fluency Data Collaborative Peter Shea – University at Albany, SUNY, Moderator
  2. 2. <ul><li>Next Generation Learning </li></ul><ul><li>Challenges </li></ul>… is a collaborative, multi-year initiative created to address the barriers to education innovation and tap the potential of technology to dramatically improve college readiness completion in the United States.
  3. 3. <ul><li>NGLC Partners </li></ul><ul><li>EDUCAUSE </li></ul><ul><li>League for Innovation in the Community College </li></ul><ul><li>International Association of k-12 Online Learning (iNACOL) </li></ul><ul><li>Council of Chief State School Officers (CCSSO) </li></ul><ul><li>Funding is being provided by the Bill and Melinda Gates Foundation & The William and Flora Hewlett Foundation. </li></ul>
  4. 4. <ul><li>Wave I Challenges </li></ul><ul><li>Open Core Courseware </li></ul><ul><li>Blended Learning </li></ul><ul><li>Deeper Learning </li></ul><ul><li>Learner Analytics </li></ul><ul><li> </li></ul>
  5. 5. <ul><li>Learn more </li></ul> @NextGenLC #nglc
  6. 6. <ul><li>The SUNY Learning Network </li></ul>The SUNY SLN &quot;Catch-up and Complete&quot; Enhanced Blended Learning Initiative
  7. 8. <ul><li>The Research </li></ul>Initial plan: Experimental Design with random assignment to treatment groups Mean’s and her colleagues (2009) reported that learners in blended conditions outperformed students in classrooms and online Support for self-regulation onlin also found to be effective – these findings shaped the “treatment” in SLN Catch Up and Complete Students in blended learning conditions with other supports would be Experimental group Students in classrooms would be control group
  8. 9. <ul><li>Very few students would consent to participate. </li></ul><ul><li>They didn’t want to be “assigned” to anything – they wanted to choose. </li></ul><ul><li>Makes sense… </li></ul><ul><li>So, we changed the design to remove random assignment. </li></ul>The Research
  9. 10. <ul><li>Many researchers complain about lack of experimental research in this area. </li></ul><ul><li>Now we know why its so uncommon. </li></ul><ul><li>Blended learning is about choice – experimental research undermines the “treatment”. </li></ul><ul><li>Not a compatible research design. </li></ul>The Research
  10. 11. <ul><li>Herkimer County Community College </li></ul>
  11. 12. <ul><li>HCCC Students… </li></ul><ul><li>5% single parent </li></ul><ul><li>46% work full or part time </li></ul><ul><li>60% female </li></ul><ul><li>65% plan to transfer </li></ul><ul><li>59% take at least 1 online course </li></ul><ul><li>30 yrs. - Average age of online only students </li></ul><ul><li>19 yrs. - Average age of campus only students </li></ul>
  12. 13. <ul><li>HCCC Internet Academy… </li></ul><ul><li>… has offered totally online 2-year Associate Degree programs since 1999. </li></ul><ul><li>… currently offers eighteen 2-year </li></ul><ul><li>degree programs totally online. </li></ul><ul><li>… offers three 1-year certificates totally online. </li></ul><ul><ul><li>Medical Coding is a 1-year certificate that is only available online. </li></ul></ul><ul><li>75% of HCCC’s full-time faculty teach 1 or more online courses. </li></ul>
  13. 14. <ul><li>Blended Programs & Courses </li></ul><ul><li>HCCC offers a total of forty 2-year Associate Degree programs. All of them can be completed at least partially online- so they can all be considered “blended programs ”. </li></ul><ul><li>However, HCCC has not been aggressive in offering blended courses . The NGLC grant has provided us the opportunity to blend every course required for the Business Admin- AAS degree program. </li></ul>
  14. 15. <ul><li>NGLC Grant Benefits to HCCC </li></ul><ul><li>Professional Development: </li></ul><ul><ul><li>12 seasoned online instructors are developing 16 new blended courses </li></ul></ul><ul><ul><ul><li>2-day workshop with Tanya Joosten </li></ul></ul></ul><ul><ul><ul><li>1-day workshop with Alejandra Pickett </li></ul></ul></ul><ul><li>New Student Service Resources </li></ul><ul><ul><li>Starfish </li></ul></ul><ul><ul><li>SmartThinking </li></ul></ul><ul><ul><li>SUNY SLN Commons / Social Network </li></ul></ul><ul><ul><li>Open Course Library / other digital resources </li></ul></ul>
  15. 16. <ul><li>Benefits continued… </li></ul><ul><li>Blended Program: Business Administration AAS </li></ul><ul><ul><li>All required courses and Developmental Math. </li></ul></ul><ul><ul><li>Of great benefit to working students, students living off campus, and students who do not benefit from totally online courses. </li></ul></ul><ul><li>Collaboration with other institutions: </li></ul><ul><ul><li>SUNY Albany </li></ul></ul><ul><ul><li>SUNY Learning Network </li></ul></ul><ul><ul><li>Finger Lakes Community College </li></ul></ul><ul><li>A research project on campus adds to a collegiate atmosphere </li></ul><ul><ul><li>Faculty and student awareness. </li></ul></ul><ul><ul><li>Contribution to the knowledge collective. </li></ul></ul>
  16. 17. <ul><li>Learn more </li></ul> @alexpickett [email_address] [email_address] pelzwe@HERKIMER.EDU
  17. 18. Expanding Blended Learning Through Tools and Campus Programs <ul><li>A UCF/AASCU Project </li></ul><ul><li> </li></ul>
  18. 19. Project Overview <ul><li>Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems. </li></ul><ul><li>Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income). </li></ul>
  19. 20. Blended Learning at UCF Blended Learning 2009-2010 Academic Year Totals since 2002 Sections 681 5,031 Registrations 24,241 160,860 Student Credit Hours (SCH) 70,438 476,823
  20. 21. Course Evaluation Ratings N = 672,185 Course Modality % Overall “Excellent” Blended 51.2% Fully Online 48.3% Face to Face 48.2% Lecture Capture (with classroom) 43.4% Lecture Capture (no classroom) 41.6%
  21. 22. Student Success Rates by Modality Percent Spring 09 Summer 09 Fall 09 Spring 10 Summer 10 F2F (n=618,899) Blended (n=39,021) Fully Online (n=109,421)
  22. 23. Scale UCF Model of Blended Learning <ul><li>Across 20 AASCU institutions & 11 states </li></ul>
  23. 24. Partners Individual Institutions   State Coordinating Institutions State Participating Institutions Columbus State University   Missouri <ul><li>Harris-Stowe State University </li></ul>Fayetteville State University   Southeast Missouri State University <ul><li>Lincoln University of Missouri </li></ul>Grambling State University   <ul><li>Missouri Southern State University </li></ul>Northwestern State University (LA)   <ul><li>Missouri State University </li></ul>Indiana University Kokomo   <ul><li>University of Missouri-St. Louis </li></ul>Texas A&M University-Corpus Christi   Alabama <ul><li>University of North Alabama </li></ul>The College at Brockport, State University of New York   Troy University <ul><li>University of South Alabama </li></ul>Thomas Edison State College   Minnesota <ul><li>St. Cloud State University </li></ul>University of Maine at Fort Kent   Winona State University
  24. 25. Project Overview <ul><li>An open educational resource (OER) </li></ul><ul><li>Blended Learning Toolkit containing: </li></ul><ul><ul><li>Best practices, strategies, models, and course design principles. </li></ul></ul><ul><ul><li>Two OER prototype courses in Composition and Algebra. </li></ul></ul><ul><ul><li>Directions for applying the toolkit to create original blended courses. </li></ul></ul><ul><ul><li>Train-the-trainer materials. </li></ul></ul><ul><ul><li>Assessment and data collection protocols, including survey instruments and standards. </li></ul></ul>
  25. 26. Project Overview <ul><li>Virtual and in-person workshops for participating institutions and others within the AASCU membership. </li></ul><ul><li>Institutional support through existing AASCU meetings and conferences, which will align ongoing activities in technology and educational transformation with NGLC’s goals. </li></ul>
  26. 27. Project Overview (key measures) <ul><li>217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185). </li></ul><ul><li>Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500). </li></ul>
  27. 28. Original Delivery Plan by Discipline Discipline Fall 2011 Winter/Spring 2012 Totals Mathematics (Algebra) Sections 23 23 46 Mathematics (Other) Sections 8 8 16 English (Composition) Sections 48 38 86 English (Other) Sections 8 15 23 Miscellaneous Sections 25 21 46 TOTALS 112 105 217
  28. 29. Management Structure
  29. 30. Composition <ul><li>Coordinators: Elizabeth Wardle & Debbie Weaver </li></ul><ul><ul><li>English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process. </li></ul></ul><ul><ul><li>“ Flexible Template” model </li></ul></ul><ul><ul><ul><li>Prix Fixe or A la carte </li></ul></ul></ul><ul><ul><li>6-week online course for participating faculty to understand the blended format applied to the WAW curriculum. </li></ul></ul><ul><ul><li>Monthly webinars starting in Fall. </li></ul></ul>
  30. 33. Algebra <ul><li>Coordinator: Tammy Muhs </li></ul><ul><ul><li>College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations. </li></ul></ul><ul><ul><li>“ Flexible Template” will allow for individualized customization. </li></ul></ul><ul><ul><li>One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum. </li></ul></ul><ul><ul><li>Monthly webinars starting in Fall. </li></ul></ul>
  31. 34. Assessment <ul><li>Coordinator: Patsy Moskal </li></ul><ul><li>IRB consultation </li></ul><ul><li>Assessment / Data Collection </li></ul><ul><ul><li>Planned centralized online form </li></ul></ul><ul><ul><ul><li>Student perception </li></ul></ul></ul><ul><ul><ul><li>Student success </li></ul></ul></ul><ul><ul><ul><li>Course retention/withdrawal </li></ul></ul></ul>
  32. 35. Blended Learning Toolkit <ul><li>Now available: </li></ul>
  33. 40. Follow Along… <ul><ul><li>@tbcavanagh </li></ul></ul><ul><ul><li>@Blendkit </li></ul></ul><ul><ul><li>@BlendKit2011 </li></ul></ul><ul><ul><li> </li></ul></ul>
  34. 41. Mathematics Fluency Data Collaborative Carnegie Learning Steve Ritter
  35. 42. MFDC Partners <ul><li>Implementation </li></ul><ul><ul><li>Carnegie Learning </li></ul></ul><ul><ul><li>Derek Lomas (Playpower) </li></ul></ul><ul><li>Design </li></ul><ul><ul><li>Jan Plass (NYU Games for Learning Institute) </li></ul></ul><ul><ul><li>Tiffany Barnes (UNCCGame2Learn) </li></ul></ul><ul><li>Testing and analysis </li></ul><ul><ul><li>John Stamper (CMU Pittsburgh Science of Learning Center) </li></ul></ul><ul><ul><li>Mary Monroe-Ellis (Pellissippi State Community College) </li></ul></ul><ul><ul><li>Margaret McLaughlin (Carlow College) </li></ul></ul><ul><ul><li>SBCTC </li></ul></ul><ul><ul><li>Boise State </li></ul></ul>
  36. 43. Procedural Fluency <ul><li>How do you know? </li></ul>Which is greater: or Which is greater: or Which is greater: or
  37. 44. Research <ul><li>Siegler (1999): good, no-so-good, perfectionists </li></ul><ul><ul><li>Strategy selection (common numerator, complement, benchmark) </li></ul></ul><ul><ul><li>Perfectionists need time pressure </li></ul></ul><ul><ul><li>Number sense </li></ul></ul><ul><li>Need to prevent shallow learning </li></ul>If numerator is 1, smaller denominator is bigger Which is greater: or
  38. 45. Race game
  39. 46. Race game: Snowboard skin
  40. 47. Results from Week 1 <ul><li>Number correct </li></ul><ul><li>Percent correct </li></ul>
  41. 48. Measuring Learning <ul><li>Improvement within game is not enough </li></ul><ul><li>Transfer </li></ul><ul><ul><li>To different game, same concepts </li></ul></ul><ul><ul><li>To cognitive tutor (problem solving) </li></ul></ul><ul><ul><li>To external measures (tests) </li></ul></ul><ul><li>Retention </li></ul><ul><li>Accelerated Future Learning </li></ul><ul><li>Desire for Future Learning </li></ul>
  42. 49. Join us <ul><li> </li></ul><ul><li> </li></ul><ul><li>[email_address] </li></ul>
  43. 50. <ul><li>Questions </li></ul><ul><li>Peter Shea </li></ul><ul><li>Associate Professor, School of Education & the College of Computing & Information at the University at Albany & SLN Senior Researcher </li></ul><ul><li>Alexandra M. Pickett - Associate Director, SUNY Learning Network </li></ul><ul><li>William Pelz - Professor of Psychology at Herkimer County Community College </li></ul><ul><li>Thomas Cavanagh </li></ul><ul><li>Assistant Vice President of Distributed Learning at the University of Central Florida </li></ul><ul><li>Steve Ritter - Founder and Chief Scientist, Carnegie Learning </li></ul>