Closing plenary delivered at the Sloan-C Blended Learning Conference in April 2010. http://www.sloanconsortium.org/blended

1. Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner Veronica Diaz, PhD Associate Director, EDUCAUSE Learning Initiative, EDUCAUSE Sloan-C Blended Conference and Workshop Chicago, IL :: April 2010

3. http://www.slideshare.net/drvdiaz/blend10-presentation

4. Hybrid Learning Meets Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies for Today’s Learner

5. Hybrid Learning Meets Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies for Today’s Learner

6. Hybrid Learning Meets Web 2.0: (re)Designing a Hybrid Course with Emerging Technologies for Today’s Learner

7. Hybrid Learning Meets Web 2.0: (re)Designinga Hybrid Course with Emerging Technologies for Today’s Learner

8. Today’s Learner Hybrid Learning Meets Web 2.0

9. Student computer/device/technology ownership Student technology skills How students like to learn with technology Students’ preferences for amount of IT in courses Students and specific emerging technologies, like mobile technology Our institution collects data on…

10. ECAR Study of Undergraduate Students and Information Technology: 2009 ECAR Study of Undergraduate Students and Information Technology: 2008

16. Blended Learning and Today’s Learner A good match for student’s visual, exploratory, participative learning preferences Opportunities for improved student engagement and achievement

17. Making the case for emerging technology Hybrid Learning Meets Web 2.0

18. Social networking sites Video Podcasting Blogs Wikis Social bookmarking Document sharing Backchannel Which are the most popular web 2.0 technologies in use at your institution

19. 1-2% 2-5% 5-10% 10-15% 15% + What percentage of your students are active in using Web 2.0 tools?

20. Technology Adoption Lifecycle http://techticker.net/2008/06/06/technology-adoption-lifecycle/

21. Tool Characteristics

22. Tool Characteristics

23. Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg

24. Mapping Web 2.0 to 21st Century Skills Active engagement Knowledge creation Independent learning Reflection Innovation Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Available at http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf

25. Web 2.0 Classifications

26. Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

27. Source:http://www.c4lpt.co.uk/Directory/index.html

28. http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary

29. Michael Wesch: Mediated Cultures Course Site

30. Web 2.0 Tool Videos Blogs Wikis Social bookmarking Social networking Social media RSS Podcasting Web searches Google Docs Google Reader

31. Reengineering the course Hybrid Learning Meets Web 2.0

35. Blended learning process NCAT Successful Course Redesign Principles Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt (automated) feedback. Ensure sufficient time on task and monitor student progress.

36. Redesign Work Defining the blend (as an instructor and as an institution) Rethinking how to use class time Rethinking how to facilitate online interaction Learning more about technology Need to budget time, and start redesign Experiencing being a student is extremely valuable

37. Redesign Work Defining the blend (as an instructor and as an institution) Rethinking how to use class time Rethinking how to facilitate online interaction Learning more about technology Need to budget time, and start redesign Experiencing being a student is extremely valuable

40. Quality Assurance & Alignment Quality Matters standards and alignment: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support ADA Compliance http://www.qualitymatters.org Other Quality Assurance Rubrics Alignment of Key Components

41. Technology: enriching instruction and learner interactivity The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments. The tools and media enhance student interactivity and guide the student to become a more active learner. Technologies required for this course are either provided or easily downloadable. The tools and media are compatible with existing standards of delivery modes. Instructions on how to access resources at a distance are sufficient and easy to understand. Course technologies take advantage of existing economies and efficiencies of delivery.

42. Supporting the faculty with emerging technology Hybrid Learning Meets Web 2.0

43. Yes No Is your institution surveying the learning technology tools the faculty is using?

44. Our institution is supporting Web 2.0 through faculty development efforts Yes No

47. Maricopa’s Web 2.0 Faculty Development Series

48. Doing Innovation Right Stages of Innovation Tips & Tricks Experimentation Extension and transition Standardization of support Integration into curriculum Diffusion Data collection throughout Communication with campus community Work with innovative culture segment Strong connection to curriculum and disciplines Robust support for the faculty and students

49. Emerging Technology Challenges The technology-adoption cycle Lack of integrated technology tools Learners’ changing expectations Institutional changes to technology commitments

50. Web 2.0 and Affordances with Students Students are more comfortable with and have a tolerance for “figuring” out the technology Students can deal with trial and error approach to use and change in general Students have a broad exposure to a variety of different tools

51. Selecting and Implementing Emerging Technologies Know who/where you are and who/where you want to be [roadmap] Know your students Know your challenges [support] Treat technology as a means and an end [don’t OD on IT] Collect and USE data, data, data Support what you implement, and implement what you are able to support

52. Implementation Best Practices Ongoing institutional commitment to the redesign Initial and ongoing faculty consensus Support instructors, and other support staff Technological infrastructure Quality assurance: peer review Faculty disciplinary communities of practice

53. Supporting the Faculty Release time: 1-2 semesters Role models and examples Learning technologies Disciplinary communities of practice Technology has added a layer of “policing” New learning environment is rich in and out of classroom Intellectual property issues

54. Supporting the Faculty Release time: 1-2 semesters Role models and examples Learning technologies Disciplinary communities of practice Technology has added a layer of “policing” New learning environment is rich in and out of classroom Intellectual property issues

55. Technology and the challenges and choices?

56. How will you ensure that your hybrid courses and corresponding technology use is of high quality? What organizational strategies are needed to support course redesign, innovation, and new technologies? How will you support students in the use of technology? How will you support innovation in instruction? How will you diffuse the innovation of innovators and early adopters to other faculty members? Deep thoughts…

57. http://www.educause.edu/blendedlearning

58. Veronica M. Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE vdiaz@educause.edu Copyright Diaz, 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Contact