CCCS’s Success at Moving
CTE Courses to Blended
Courses
July 9, 2014
Presented by Brenda Perea
Instructional Design Projec...
Provide more opportunity for students to complete a
certificate or degree
Industry demands
The TAACCCT1 grant required ...
EIC130 National Electrical
Code I
EIC225 Programmable
Controllers
ELT106 Fundamentals of
DC/AC
ELT112 Advanced DC/AC
ENY12...
 Only 15 out of 122
course had been
converted to hybrid
format
 Due date for all 122
courses to be in
hybrid format Dec
...
 We didn’t know what needed to be done before full
scale adoption
 Asking faculty to commit to a different teaching styl...
Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates w...
1. Faculty Out Reach
2. Course Mapping
3. “Chunking” the content
4. Used competition between colleges as an
incentive
5. P...
*When building the content:
*Create “snack-sized”
appetizers of Content
delivery
*Content
*Challenges and Activities
*Asse...
19
1. An instructional designer
worked onsite and through
teleconferences with faculty
to convert F2F courses to
hybrid
2....
Technology and Time
Quality Assessment-Reluctance to “buy-in” that a hybrid
course is as good or better than F2F
Long s...
23
Detailed Plan
Use of Instructional Designers
Detailed course mapping first to see when
and where hybrid design would...
Instructional designers
A specific “hybrid only” message”
Recognition of impact across college
departments and across t...
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshar...
► Open Educational Resources and Practices
► The Adoption of OER by One Community College Math Department
► OER Videos htt...
This Workforce Solution presentation created by Brenda M. Perea of the Colorado
Community College System COETC Grant is li...
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
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Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses

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Presentation given at the Sloan-C Blended Learning Conference in Denver Colorado on July 9, 2014

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Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses

  1. 1. CCCS’s Success at Moving CTE Courses to Blended Courses July 9, 2014 Presented by Brenda Perea Instructional Design Project Manager
  2. 2. Provide more opportunity for students to complete a certificate or degree Industry demands The TAACCCT1 grant required all COETC consortium members courses touched by the grant to be in online or hybrid format
  3. 3. EIC130 National Electrical Code I EIC225 Programmable Controllers ELT106 Fundamentals of DC/AC ELT112 Advanced DC/AC ENY121 Solar Photovoltaic Components PRO120 Process Tech 1- Equipment 1 PRO130 Instrumentation I PRO131 Instrumentation II PRO240 Industrial Troubleshooting Hydraulics I Hydraulics II Industrial Motors and Control Introduction and Intermediate PLC's MSHA Supplemental- Mine Safety and Health Admin Mechanical Components Welding ENY101 Introduction to Energy Technologies GIS101 Introduction to Global Information Systems MAN102 Business Ethics NRE214 Environmental Issues & Ethics PET101 Petroleum Fundamentals PRO120 Process Technology I: Equipment PRO130 Petroleum Fundamentals: Instrumentation PRO250 Oil and Gas Production I PSY150 Environmental Psychology EIC 101 Job Training and Safety EIC 175 Job and Climbing Safety ELT 106 Fundamentals of DC/AC ELT 107 Industrial Electronics IMA 160 Basic Fluid Power WTG 100 Introduction to Wind Industry WTG 110 Power & Control Systems WTG 210 Wind Turbine Airfoils & Composites
  4. 4.  Only 15 out of 122 course had been converted to hybrid format  Due date for all 122 courses to be in hybrid format Dec 2013
  5. 5.  We didn’t know what needed to be done before full scale adoption  Asking faculty to commit to a different teaching style  At first, provided no training or resources to provide pedagogy or help for converting courses  There was NO detailed plan to convert a F2F course to hybrid.
  6. 6. Analyzed Certificates and courses Identified courses in currently in hybrid status Selected: Courses in certificates with high enrollment F2F courses which could be “flipped”, delivered online, used simulations, and where authentic assessment was needed for certifications Courses that could be shared between colleges to maximize use of faculty time and reduce duplication of effort. Created a course development plan with benchmarks and deadlines
  7. 7. 1. Faculty Out Reach 2. Course Mapping 3. “Chunking” the content 4. Used competition between colleges as an incentive 5. Publicized the success of grant hybrid courses in “what’s new in hybrid” email blasts 6. Published courses to OER 7. And used public “shaming” within the consortium
  8. 8. *When building the content: *Create “snack-sized” appetizers of Content delivery *Content *Challenges and Activities *Assessments *Feedback *Stack the appetizers into full sized modules
  9. 9. 19 1. An instructional designer worked onsite and through teleconferences with faculty to convert F2F courses to hybrid 2. Returned to steps 2, 3, 4, 5, 6 and 7 of Plan A
  10. 10. Technology and Time Quality Assessment-Reluctance to “buy-in” that a hybrid course is as good or better than F2F Long standing belief that CTE courses are different because of Competency Based testing and industry certification Evolving Online/Hybrid Pedagogy Differing LMS’s
  11. 11. 23 Detailed Plan Use of Instructional Designers Detailed course mapping first to see when and where hybrid design would fit Central website for easy access to all hybrid courses, www.cccscoetc.weebly.com Allocating enough time revise F2F content for hybrid delivery
  12. 12. Instructional designers A specific “hybrid only” message” Recognition of impact across college departments and across the system Increased enrollment in certificate courses
  13. 13. Videos: YouTube, Vimeo or the Internet Archive Audio/Podcasts: Soundcloud or the Internet Archive Presentations: Slideshare, EverySlide OPEN Content: Google Drive Digital Public Library of America PhET P2PU OpenStax DOL OER or OPEN information http://open4us.org/faq/ http://open4us.org/resources/cc-by-license-implementation- deep-dive-resources/ OPEN Courses: Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library, Hybrid Course info: CCCS InfoGraphic CCCS How to manual
  14. 14. ► Open Educational Resources and Practices ► The Adoption of OER by One Community College Math Department ► OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM http://www.iskme.org/category/tags/oer-research ► http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/ ► http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research ► http://www.irrodl.org/index.php/irrodl/article/view/1523/2652 ► http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
  15. 15. This Workforce Solution presentation created by Brenda M. Perea of the Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu. 27

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