MCC Blended Learning

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  • MCC Blended Learning

    1. 1. Veronica Diaz, PhD Maricopa Community Colleges Mojave Community College, August 15, 2008
    2. 2. <ul><li>Introductions </li></ul>
    3. 3. 5-Minute University
    4. 4. Today’s seminar <ul><li>Overview of blended learning </li></ul><ul><li>Design and development process </li></ul><ul><li>Implementation </li></ul><ul><li>Faculty development and blended learning </li></ul><ul><li>Resources </li></ul>
    5. 6. We are offering hybrid/blended courses at our institution as <ul><li>10% of our offerings </li></ul><ul><li>20% of our offerings </li></ul><ul><li>30% of our offerings </li></ul><ul><li>50% of our offerings </li></ul><ul><li>70% of our offerings </li></ul><ul><li>Haven’t determined yet </li></ul>
    6. 7. Select the top 2 areas you hope to address with the blended learning model <ul><li>Access </li></ul><ul><li>Affordability </li></ul><ul><li>Retention </li></ul><ul><li>Student learning (improvement of) </li></ul><ul><li>Instructor flexibility </li></ul><ul><li>More efficient use of space </li></ul><ul><li>Entrée into online learning </li></ul>
    7. 8. What is blended learning? <ul><li>Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues. </li></ul><ul><li>Classroom attendance (“seat time”) is reduced. </li></ul>
    8. 9. Blended format definitions Sloan-C, 2007 Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or orally. 1 to 29% Web Facilitated Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
    9. 11. <ul><li>The Sloan Consortium </li></ul>National data reports
    10. 12. <ul><li>The National Center for Academic Transformation </li></ul>Institutional support <ul><li>Accommodate more students without adding resources. </li></ul><ul><li>Free up faculty members to offer other courses and programs of study that are in demand. </li></ul><ul><li>Increase student retention and meet goals for student achievement. </li></ul><ul><li>Decrease time to graduation by adding additional seats in bottleneck courses. </li></ul><ul><li>Improve consistency and quality across multiple sections. </li></ul><ul><li>Use state and student tuition dollars more efficiently. </li></ul>
    11. 13. Faculty report that students… <ul><li>Learned more </li></ul><ul><li>Wrote better papers </li></ul><ul><li>Performed better on exams </li></ul><ul><li>Produced higher quality projects </li></ul><ul><li>Were capable of more meaningful discussions on course material </li></ul><ul><li>Were better able to master concepts and apply what they have learned </li></ul><ul><li>Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data </li></ul>Source: University of Central Florida Data, 2007
    12. 14. The Optimal Model <ul><li>Teaching Opportunities </li></ul><ul><li>Allows for many diverse solutions to course problems </li></ul><ul><li>Enables the incorporation of new types of interactive and independent learning activities </li></ul><ul><li>Variety of online and in-class teaching strategies </li></ul><ul><li>Learn technologies while you learn your material </li></ul><ul><li>Student Engagement </li></ul><ul><li>Potential to increase and extend instructor-student and student-student connectivity </li></ul><ul><li>Communicate online and face-to-face </li></ul><ul><li>Discussions started in class may be continued online </li></ul><ul><li>Students who rarely take part in class discussions are more likely to participate online </li></ul><ul><li>Integration of out-of- and in-class activities allows more effective use of traditional class time </li></ul>
    13. 15. Blended learning and the net generation learner <ul><li>A safe way to explore online learning </li></ul><ul><li>Attractive alternative to F2F instruction </li></ul><ul><li>A good match for the Net Gen’s visual, exploratory, participative learning preferences </li></ul><ul><li>Improved student engagement and achievement </li></ul>
    14. 17. Blended learning process <ul><li>NCAT Successful Course </li></ul><ul><li>Redesign Principles </li></ul><ul><li>Redesign the whole course. </li></ul><ul><li>Encourage active learning. </li></ul><ul><li>Provide students with individualized assistance. </li></ul><ul><li>Build in ongoing assessment and prompt (automated) feedback. </li></ul><ul><li>Ensure sufficient time on task and monitor student progress. </li></ul>
    15. 18. Redesign overview <ul><li>Break the course down into discrete, specific learning objectives </li></ul><ul><li>Ask: which objectives are best met online? </li></ul><ul><li>Ask: which objectives are best met F2F? </li></ul><ul><li>Strategies: how will you integrate the online portion with the F2F portion? </li></ul><ul><li>Strategies: how will you make students accountable for the online portion? </li></ul>
    16. 19. What the faculty might think <ul><li>Overwhelmed at redesign process </li></ul><ul><li>See online work as an add-on </li></ul><ul><li>Assume classroom is for lecture, online for discussion and activities, and finals for assessment </li></ul><ul><li>Believe they must cover the same amount of material </li></ul><ul><li>Temptation to make only incremental changes </li></ul><ul><li>Temptation to create a course and a half </li></ul><ul><li>Temptation to redesign just the out-of-class components and add some technology </li></ul><ul><li>Temptation to ignore opportunities for greater depth </li></ul><ul><li>Others?? </li></ul>
    17. 20. Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional component </li></ul><ul><li>Focuses on student performance </li></ul><ul><li>Provides structure: beginning, middle, and end </li></ul><ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><li>What do they need to know? </li></ul></ul><ul><ul><li>What do they need to be able to do? </li></ul></ul><ul><ul><li>What will they know as a result of my instruction? </li></ul></ul>
    18. 21. Support Objectives by <ul><li>Integrating learning technologies </li></ul><ul><ul><li>Classroom technologies </li></ul></ul><ul><ul><li>Emerging technologies </li></ul></ul><ul><ul><li>Online resources </li></ul></ul><ul><li>Developing diverse assessment techniques </li></ul><ul><li>Infusing active learning, interaction, and peer engagement </li></ul>
    19. 22. Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Support consistency </li></ul><ul><li>Allows students to focus on content rather than form </li></ul><ul><li>Content becomes manageable </li></ul><ul><li>Prevents information overload </li></ul><ul><li>“ 7 +/-2 rule” </li></ul>Source: Blending In, March 2007
    20. 23. The Organization <ul><li>Course content broken down into “chunks” </li></ul><ul><li>Course structure in a repetitive manner allowing for easy navigation </li></ul><ul><li>Content organized in conceptually related blocks </li></ul><ul><li>Consistent, logical, clear, common sense, apply past experience, let the content set the chunks </li></ul>Source: Blending In, March 2007
    21. 24. Course Organization <ul><li>Dates </li></ul><ul><li>Topic </li></ul><ul><li>Readings </li></ul><ul><li>Section </li></ul><ul><li>Unit </li></ul><ul><li>Module </li></ul>
    22. 25. Face-to-Face Course
    23. 27. Source: 10 Blended Questions to Consider, UWM
    24. 28. Learning technologies <ul><li>Course Management System </li></ul><ul><ul><li>67.7% of community college students have used a CMS </li></ul></ul><ul><ul><li>75% have had a positive experience </li></ul></ul><ul><li>Classroom technologies </li></ul><ul><li>Web 2.0 </li></ul><ul><ul><li>http://elearningtools.wetpaint.com </li></ul></ul><ul><ul><li>http://web20-toolkit.wetpaint.com/ </li></ul></ul><ul><ul><li>http://maricopatech.wetpaint.com/page/Google+Apps?t=anon </li></ul></ul>
    25. 29. <ul><li>Top 9 CMS Tools Used </li></ul>Course Management Systems <ul><li>Online syllabus (3) </li></ul><ul><li>Online readings (5) </li></ul><ul><li>Grade tracking (1) </li></ul><ul><li>Online access to sample exams/quizzes (2) </li></ul><ul><li>Turning in assignments (4) </li></ul><ul><li>Online discussion boards (9) </li></ul><ul><li>Taking exams/quizzes (6) </li></ul><ul><li>Getting assignments back online (7) </li></ul><ul><li>Online sharing of materials (8) </li></ul><ul><li>Top 9 Useful CMS Tools </li></ul><ul><li>Grade tracking </li></ul><ul><li>Online access to sample exams/quizzes </li></ul><ul><li>Online syllabus </li></ul><ul><li>Turning in assignments </li></ul><ul><li>Online readings </li></ul><ul><li>Taking exams/quizzes </li></ul><ul><li>Getting assignments back online </li></ul><ul><li>Online sharing of materials </li></ul><ul><li>Online discussion boards </li></ul>ECAR 2007
    26. 30. Blended course examples <ul><li>American National Government (UCF) </li></ul><ul><li>Introductory Astronomy (UCB) </li></ul><ul><li>Economic Statistics (UIUC) </li></ul><ul><li>General Chemistry (UI) </li></ul><ul><li>Intermediate Spanish Transition (UTK) </li></ul><ul><li>General Chemistry (UWM) </li></ul><ul><li>College Composition (Tallahassee CC) </li></ul><ul><li>Computer Literacy (U of Buffalo, SUNY) </li></ul><ul><li>English Composition (BYU) </li></ul><ul><li>General Psychology (CSU Pomona) </li></ul><ul><li>Computer Programming (Drexel U) </li></ul><ul><li>Elementary Statistics (Penn State U) </li></ul><ul><li>Introductory Spanish (Portland State U) </li></ul><ul><li>Elementary Algebra (Riverside CC) </li></ul>
    27. 31. 6 Innovative Practices <ul><li>Creating &quot;Small&quot; Within &quot;Large&quot; </li></ul><ul><li>Undergraduate Learning Assistants (ULAs) </li></ul><ul><li>Freshmen Don’t Do Optional </li></ul><ul><li>Modularization </li></ul><ul><li>New Instructional Roles </li></ul><ul><li>Avoiding “Either/Or” Choices </li></ul><ul><li>http://www.center.rpi.edu/PlanRes/Innov_CrRedPractices.htm </li></ul>
    28. 32. Supporting the faculty <ul><li>Release time: 1-2 semesters </li></ul><ul><li>Role models and examples </li></ul><ul><li>Learning technologies </li></ul><ul><li>Disciplinary communities of practice </li></ul><ul><li>Technology has added a layer of “policing” </li></ul><ul><li>New learning environment is rich in and out of classroom </li></ul><ul><li>Intellectual property issues </li></ul>
    29. 34. Implementation best practices <ul><li>Ongoing institutional commitment to the redesign </li></ul><ul><li>Initial and ongoing faculty consensus </li></ul><ul><li>Support instructors, and other support staff </li></ul><ul><li>Technological infrastructure and support for students and faculty </li></ul><ul><li>Quality assurance: peer review </li></ul><ul><li>http://www.qualitymatters.org/index.htm </li></ul><ul><li>http://www.qualitymatters.org/Rubric.htm </li></ul><ul><li>Faculty disciplinary communities of practice </li></ul>
    30. 35. Blended learning costs <ul><li>Faculty </li></ul><ul><ul><li>Redesign time </li></ul></ul><ul><ul><li>Release time during pilot semester </li></ul></ul><ul><ul><li>Orienting and development </li></ul></ul><ul><li>Course redesign </li></ul><ul><ul><li>Media specialists </li></ul></ul><ul><ul><li>Instructional designers </li></ul></ul><ul><ul><li>Instructional technologists </li></ul></ul><ul><li>Infrastructure </li></ul><ul><ul><li>Labs </li></ul></ul><ul><ul><li>Wireless </li></ul></ul><ul><ul><li>Software </li></ul></ul><ul><ul><li>IT Helpdesk </li></ul></ul><ul><ul><li>Resources online </li></ul></ul><ul><li>Student </li></ul><ul><ul><li>Readiness </li></ul></ul><ul><ul><li>Advising </li></ul></ul><ul><ul><li>Orientation </li></ul></ul>
    31. 36. Communication <ul><li>Internal marketing </li></ul><ul><li>External marketing </li></ul><ul><li>Defining the blend </li></ul><ul><li>Differentiating from other eLearning options </li></ul>
    32. 37. Student readiness assessment <ul><li>Formal </li></ul><ul><li>Informal </li></ul><ul><li>eLearning website </li></ul><ul><li>Screening surveys </li></ul><ul><ul><li>Pre and post enrollment with feedback </li></ul></ul><ul><li>Debunking incorrect impressions </li></ul><ul><li>FAQs </li></ul><ul><li>Examples </li></ul><ul><li>Pros/Cons </li></ul><ul><li>Testimonials </li></ul>
    33. 38. Assessing readiness for <ul><li>Skills (reading) </li></ul><ul><li>Learning styles </li></ul><ul><li>Work and study habits </li></ul><ul><li>Technical requirements (hardware, software, connectivity) </li></ul><ul><li>Need and immediacy for course </li></ul><ul><li>Feedback preferences </li></ul><ul><li>Ability to self-help (when things are difficult) </li></ul><ul><li>Attitude toward the nature of learning online </li></ul>
    34. 39. Readiness Means… <ul><li>Determining who is ready </li></ul><ul><li>Ready now = start course </li></ul><ul><li>Not ready now = </li></ul><ul><ul><li>Getting ready via tutorials, etc. or </li></ul></ul><ul><ul><li>Redirecting to other delivery modes </li></ul></ul><ul><li>UCF Learning Online </li></ul>
    35. 41. Faculty development options <ul><li>Mandatory vs required </li></ul><ul><li>Application to teach </li></ul><ul><li>Release time </li></ul><ul><li>Reassigned time </li></ul><ul><li>Mentors </li></ul><ul><li>Course development </li></ul><ul><ul><li>One at a time </li></ul></ul><ul><ul><li>Best of breed </li></ul></ul><ul><li>Central training </li></ul><ul><li>Department training </li></ul><ul><li>2 step process </li></ul><ul><li>Experiential </li></ul><ul><li>Overview </li></ul><ul><li>Summer institute </li></ul>
    36. 42. Possible components <ul><li>What is blended learning </li></ul><ul><li>Learning objectives </li></ul><ul><li>Modules </li></ul><ul><li>Course redesign strategies </li></ul><ul><li>Classroom assessment and techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Learning technology </li></ul><ul><li>Online discussion </li></ul><ul><li>Building community </li></ul><ul><li>Student readiness </li></ul><ul><li>Student success </li></ul><ul><li>Student crisis points </li></ul><ul><li>Student teams and other collaborations </li></ul><ul><li>Academic integrity online </li></ul><ul><li>Copyright issues </li></ul>
    37. 43. Blended Learning Resources <ul><li>Blended Learning associations or organizations that support the blended/hybrid instructional delivery model. </li></ul><ul><li>http://del.icio.us/drvdiaz/associations&orgs </li></ul><ul><li>Sloan-C </li></ul><ul><ul><li>Workshops </li></ul></ul><ul><ul><li>Conferences </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><li>EDUCAUSE </li></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Conferences, Seminars, and Institutes </li></ul></ul><ul><li>EDUCAUSE Learning Initiative </li></ul><ul><ul><li>Conferences and meetings </li></ul></ul><ul><ul><li>Resources </li></ul></ul>
    38. 44. <ul><li>Veronica M. Diaz, PhD </li></ul><ul><li>[email_address] </li></ul><ul><li>http://www.mcli.dist.maricopa.edu/diaz/ </li></ul>Questions and answers

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