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.

1. Veronica Diaz, PhD Maricopa Community Colleges Mojave Community College, August 15, 2008

2. Introductions

3. 5-Minute University

4. Today’s seminar Overview of blended learning Design and development process Implementation Faculty development and blended learning Resources

6. We are offering hybrid/blended courses at our institution as 10% of our offerings 20% of our offerings 30% of our offerings 50% of our offerings 70% of our offerings Haven’t determined yet

7. Select the top 2 areas you hope to address with the blended learning model Access Affordability Retention Student learning (improvement of) Instructor flexibility More efficient use of space Entrée into online learning

8. What is blended learning? 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. Classroom attendance (“seat time”) is reduced.

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.

11. The Sloan Consortium National data reports

12. The National Center for Academic Transformation Institutional support Accommodate more students without adding resources. Free up faculty members to offer other courses and programs of study that are in demand. Increase student retention and meet goals for student achievement. Decrease time to graduation by adding additional seats in bottleneck courses. Improve consistency and quality across multiple sections. Use state and student tuition dollars more efficiently.

13. Faculty report that students… Learned more Wrote better papers Performed better on exams Produced higher quality projects Were capable of more meaningful discussions on course material Were better able to master concepts and apply what they have learned Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data Source: University of Central Florida Data, 2007

14. The Optimal Model Teaching Opportunities Allows for many diverse solutions to course problems Enables the incorporation of new types of interactive and independent learning activities Variety of online and in-class teaching strategies Learn technologies while you learn your material Student Engagement Potential to increase and extend instructor-student and student-student connectivity Communicate online and face-to-face Discussions started in class may be continued online Students who rarely take part in class discussions are more likely to participate online Integration of out-of- and in-class activities allows more effective use of traditional class time

15. Blended learning and the net generation learner A safe way to explore online learning Attractive alternative to F2F instruction A good match for the Net Gen’s visual, exploratory, participative learning preferences Improved student engagement and achievement

17. 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.

18. Redesign overview Break the course down into discrete, specific learning objectives Ask: which objectives are best met online? Ask: which objectives are best met F2F? Strategies: how will you integrate the online portion with the F2F portion? Strategies: how will you make students accountable for the online portion?

19. What the faculty might think Overwhelmed at redesign process See online work as an add-on Assume classroom is for lecture, online for discussion and activities, and finals for assessment Believe they must cover the same amount of material Temptation to make only incremental changes Temptation to create a course and a half Temptation to redesign just the out-of-class components and add some technology Temptation to ignore opportunities for greater depth Others??

20. Why Objectives? Clear statement of what students will be able to do when they are finished with an instructional component Focuses on student performance Provides structure: beginning, middle, and end What are the core concepts your students must learn for each module? What do they need to know? What do they need to be able to do? What will they know as a result of my instruction?

21. Support Objectives by Integrating learning technologies Classroom technologies Emerging technologies Online resources Developing diverse assessment techniques Infusing active learning, interaction, and peer engagement

22. Why Modules? Easier to find course content Support consistency Allows students to focus on content rather than form Content becomes manageable Prevents information overload “ 7 +/-2 rule” Source: Blending In, March 2007

23. The Organization Course content broken down into “chunks” Course structure in a repetitive manner allowing for easy navigation Content organized in conceptually related blocks Consistent, logical, clear, common sense, apply past experience, let the content set the chunks Source: Blending In, March 2007

24. Course Organization Dates Topic Readings Section Unit Module

25. Face-to-Face Course

27. Source: 10 Blended Questions to Consider, UWM

28. Learning technologies Course Management System 67.7% of community college students have used a CMS 75% have had a positive experience Classroom technologies Web 2.0 http://elearningtools.wetpaint.com http://web20-toolkit.wetpaint.com/ http://maricopatech.wetpaint.com/page/Google+Apps?t=anon

29. Top 9 CMS Tools Used Course Management Systems Online syllabus (3) Online readings (5) Grade tracking (1) Online access to sample exams/quizzes (2) Turning in assignments (4) Online discussion boards (9) Taking exams/quizzes (6) Getting assignments back online (7) Online sharing of materials (8) Top 9 Useful CMS Tools Grade tracking Online access to sample exams/quizzes Online syllabus Turning in assignments Online readings Taking exams/quizzes Getting assignments back online Online sharing of materials Online discussion boards ECAR 2007

30. Blended course examples American National Government (UCF) Introductory Astronomy (UCB) Economic Statistics (UIUC) General Chemistry (UI) Intermediate Spanish Transition (UTK) General Chemistry (UWM) College Composition (Tallahassee CC) Computer Literacy (U of Buffalo, SUNY) English Composition (BYU) General Psychology (CSU Pomona) Computer Programming (Drexel U) Elementary Statistics (Penn State U) Introductory Spanish (Portland State U) Elementary Algebra (Riverside CC)

31. 6 Innovative Practices Creating "Small" Within "Large" Undergraduate Learning Assistants (ULAs) Freshmen Don’t Do Optional Modularization New Instructional Roles Avoiding “Either/Or” Choices http://www.center.rpi.edu/PlanRes/Innov_CrRedPractices.htm

32. 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

34. Implementation best practices Ongoing institutional commitment to the redesign Initial and ongoing faculty consensus Support instructors, and other support staff Technological infrastructure and support for students and faculty Quality assurance: peer review http://www.qualitymatters.org/index.htm http://www.qualitymatters.org/Rubric.htm Faculty disciplinary communities of practice

35. Blended learning costs Faculty Redesign time Release time during pilot semester Orienting and development Course redesign Media specialists Instructional designers Instructional technologists Infrastructure Labs Wireless Software IT Helpdesk Resources online Student Readiness Advising Orientation

36. Communication Internal marketing External marketing Defining the blend Differentiating from other eLearning options

37. Student readiness assessment Formal Informal eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions FAQs Examples Pros/Cons Testimonials

38. Assessing readiness for Skills (reading) Learning styles Work and study habits Technical requirements (hardware, software, connectivity) Need and immediacy for course Feedback preferences Ability to self-help (when things are difficult) Attitude toward the nature of learning online

39. Readiness Means… Determining who is ready Ready now = start course Not ready now = Getting ready via tutorials, etc. or Redirecting to other delivery modes UCF Learning Online

41. Faculty development options Mandatory vs required Application to teach Release time Reassigned time Mentors Course development One at a time Best of breed Central training Department training 2 step process Experiential Overview Summer institute

42. Possible components What is blended learning Learning objectives Modules Course redesign strategies Classroom assessment and techniques Rubrics Learning technology Online discussion Building community Student readiness Student success Student crisis points Student teams and other collaborations Academic integrity online Copyright issues

43. Blended Learning Resources Blended Learning associations or organizations that support the blended/hybrid instructional delivery model. http://del.icio.us/drvdiaz/associations&orgs Sloan-C Workshops Conferences Resources EDUCAUSE Resources Conferences, Seminars, and Institutes EDUCAUSE Learning Initiative Conferences and meetings Resources

44. Veronica M. Diaz, PhD [email_address] http://www.mcli.dist.maricopa.edu/diaz/ Questions and answers