Blended Learning Presentation for Laureate 2008
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Dr. Greg Williams presented on blended learning. Blended learning combines face-to-face instruction with online learning. Research shows that blending can be more effective than either approach alone. It allows flexibility and various delivery methods. However, blended learning also presents challenges for students, faculty, and administrators in areas like support, resources, and buy-in. Successful blended models emphasize pedagogy, clarify expectations, and choose technologies suited to learners and instructors.
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This document outlines Rob Darrow's workshop on planning, implementing, and sustaining a blended learning program. The workshop covers defining blended learning, understanding its implementation and sustainability, and applying it in schools. It discusses blended learning models and research, and presents a framework focusing on six key elements for successful blended learning programs: leadership, professional development, teaching practices, operations/policy, content, and technology. Participants engage in group work applying these elements to case studies and discussing how to implement them in their own schools.
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A presentation to a university on moving away from class room only lecturing to blended learning solutions.
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Online Teaching - Breaking the Distance Barrier
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
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This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
Blended and Hybrid Learning Methods
This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
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This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
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Please Sir, May I have some more exams?
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The Ins and Outs of Designing an Online or Blended Course
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Greg Williams discusses how the University of Maryland, Baltimore County's Instructional Design and eLearning graduate program increased enrollment by 60% over four years using affordable technology and creative marketing strategies. The program conducted needs assessments and market research to develop a comprehensive marketing approach focused on career services and using familiar technologies like Google AdWords, YouTube, and iTunes U to provide searchable and meaningful content to recruit and engage prospective students. Regular communication through various channels helped build relationships and reinforce the program's message, contributing to sustained enrollment growth.
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The document discusses how an instructional design graduate program at the University of Maryland, Baltimore County improved enrollment through an integrated marketing approach using technology and multimedia. The program's enrollment increased 60% from 2004 to 2008. Key aspects of the approach included developing a clear position statement, focusing on career-related content and services, and using familiar technologies like Google AdWords, YouTube, and iTunes U to engage customers and reinforce the program's message in a measurable way. The approach emphasized an integrated marketing strategy rather than relying on any single technology or tactic.
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The document discusses a case study of a graduate program at the University of Maryland, Baltimore County that was experiencing declining enrollment. To address this, the faculty adopted a more comprehensive marketing approach using technology. This included developing a clear position statement, focusing on meeting student career needs, and using free tools like Google AdWords, YouTube, and iTunes U to provide searchable and meaningful content. This comprehensive approach that engaged students as customers and leveraged familiar technologies resulted in a 60% increase in enrollment over four years.
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Blended Learning Presentation for Laureate 2008
- 1. “ Blended Learning” Dr. Greg Williams February 22, 2008
- 8. What Does Blended Learning Look Like? “ I know it when I see it” The Honorable Potter Stewart, Former Supreme Court Justice, describing pornography
- 12. What Does the Research Say?
- 13. Brandon Hall Research (Clarey 2007)
- 14. Brandon Hall Research (Clarey 2007)
- 18. Perceptions
- 21. Learner Perceptions (Clarey 2007)
- 22. Faculty Perceptions (Clarey 2007)
- 34. Matching Instructional Activity With Delivery
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- 55. References Arabasz, P., Pirani, J., & Fawcett D. (2003). Supporting E-learning in Higher Education. Educause Center for Applied Research Study, Vol. 3. Retrieved from www.educause.edu/LibraryDetailPage/666?ID=ERS0303 ASTD State of the Industry Report (2005, 2006). http://www.astd.org Bonk, C. J. & Graham, C. R. (2006). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. Clarey, J. (2007) “The Real Story: Blended Learning” Brandon Hall Research, www.brandon-hall.com
- 56. References Dziuban, C.D., Hartman, J., Juge, F., Moskal, P.D., & Sorg, S. (2005). Blended learning: Online learning enters the mainstream. In C. J. Bonk & C. Graham (Eds.), Handbook of blended learning environment. Indianapolis, IN: Pfeiffer Publications Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. Educause Center for Applied Research Bulletin, 2004(7), 1-12. Retrieved from www.educause.edu/LibraryDetailPage/666?ID=ERB0407 Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of Quality Online Education: Into the Mainstream (pp. 127-148). Needham, MA: Sloan Center for Online Education. Retrieved from http://www.sc.edu/cte/docs/ThreeModalities2003.pdf
- 57. References Garrison, D. R., & Anderson, T. (2003). E–learning in the 21st century: A framework for research and practice. London: Routledge/Falmer. Educational Research Complete database. Mahan, W. (2006). Best Instructional Design, Development and Delivery Practice. Blended Learning Symposium. Retrieved from http://bli.psu.edu/bli/winterfest.html Sitzmann, T., Kraiger, K., Stewart, D. & Wisher, R. (2006) The Comparative Effectiveness of Web-based and Classroom Instruction: A Meta-Analysis. Personnel Psychology, 2006