Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Framing Blended learning, teaching, and educationEADTU
Framing Blended learning, teaching, and education by Stephan Poelmans from KU Leuven During the EMBED event 'Implementing the European Maturity Model for Blended Education' 22 January 2020
Group work without tears - Valerie Springett - University of Queensland | Sch...Blackboard APAC
The presentation will outline the systematic use of the Blackboard Wiki tool, for a large class (120) consisting of external and internal students, to engage in Group work with success. The added benefit was an enhanced student capacity to engage with digital media in their professional role. This UQ post-graduate course has received annual teaching awards which have reflected high student satisfaction in the evaluations.
Our case study illustrates use of the Wiki tool to enable collaboration within a group of 6 (three from internal and 3 from external mode) to write a formal electronic Report on a national health system that could be used by that government to strengthen its health system.
In a practical sense, participants will be able to access the framework of assessment, the tool set up and the marking criteria, along with student samples and student evaluation.
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
Blackboard as an Integrated Part of the Learning Environment and Student Expe...Blackboard APAC
Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
Points to consider when looking into debt consolidationcarolhill6969
Vertuity Mortgage is Winnipeg's leader in debt consolidation, refinancing & mortgage services. Visit www.vertuity.ca today for more information on our services.
Orientation for Online Learners at Madison CollegeJLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/orientation-online-learners-madison-college
Preparing to Teach... a Model for Training FacultyJLewisGeology
This session presents five of the underlying principles guiding the approach used in the Preparing To Teach Online and Hybrid courses at Madison College. This presentation was presented at the Madison College Flexible Learning Conference on October, 18, 2013.
Online Teaching Basics: what I continue to learnJLewisGeology
This is presentation was presented to the Koinonia Professional Development seminar group at the Princeton Theological Seminary on Wednesday, November 14, 2012.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Course Design for Blended Learning
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Blended learning offers many opportunities for liberal arts colleges to enhance the curriculum, but how can faculty maintain the essential values of liberal education in an educational context combining online and face-to-face interaction? This seminar will examine successful methods and processes for blended learning course design. Examples will include designing online courses from liberal arts values, flipping the classroom, and academic collaboration between campuses. Interactive exercises for course design will help participants leave with a process and next steps for developing blended learning experiences in their own courses.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Similar to Preparing to Teach... a Model for Training Faculty (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Preparing to Teach... a Model for Training Faculty
1. Preparing to Teach...
A Model for Training Faculty
5 Underlying Principles Guiding our Approach
Mike Meloy and Jennifer Lewis
Madison College Flexible Learning Conference
October 18, 2013
2. Who are we?
• CETL Fellows, facilitators of PTTH/O
classes
• Classes result of VP of Learner Success
request to develop “something” in 2007
• Courses focus:
o Skills for success
o Quality course development/facilitation
3. Madison College Definitions:
Online courses deliver education using the Internet for self-motivated students who wish to learn in their own
environments, rather than on campus, using a computer to connect with the instructor and other course
participants. Although these classes have a specific schedule, and have specific start and end dates, they do not
require participants to meet on campus. They may require supervised or proctored exams, labs, and activities,
depending on the subject matter and instructor’s design. Online courses are demanding; students must manage
time well and be self motivated to be successful.
Hybrid courses at Madison College combine the best of traditional face-to-face teaching with innovative online
learning methods. Students will be expected to attend scheduled face-to-face class sessions, but the number
and/or length of the classroom time will vary depending on the nature of the course and the instructor. As little as
1/3 or as much as 3/4 of the traditional classroom instruction will be replaced with the online instructional methods.
The online instruction component will promote student engagement through enhanced interaction with course
material.
http://madisoncollege.edu/definitions
4. What is PTTO?
TOPICS:
END PRODUCTS:
•Defining the Online Classroom
•Online Syllabus
•Designing the Online Learning
Experience
•Welcome Letter
•Course Organization
•Self-defined Final Project
•Instructor's Presence
•Experience with Web 2.0
tools
•Copyright and Academic Integrity Issues
•Managing the Online Classroom
•Online Learning Activities
•Online Teaching Philosophy
5. What is PTTH?
TOPICS:
End Products:
•Defining Hybrid Learning at
Madison College
•Hybrid Syllabus
•Analyzing the Hybrid Learning
Environment
•Hybrid Learning Activity
•Adapting Learning Activities for
Hybrid Learners
•Facilitation Methods and Logistics
•Academic Integrity Issues
•Curriculum Construction and
Creating Hybrid Learning Activities
•Hybrid Teaching Philosophy
•Experience with Web 2.0
Tools
6. 1) Follow and Model Best Practices
• Teaching methods
• Facilitation, interaction and
communication
• Course design and assessment
http://intranet.madisoncollege.edu/forms-db/forms/Course_Quality_Standards.pdf
7. Modeling Best Practices: PTTH
Our Approach:
Course Navigation
Bridge F2F and Online
Three types of activities
•
•
•
Image: http://commons.wikimedia.org/wiki/File:Stanley_compass_1.jpg
8. Modeling Best Practices PTTO
Our Approach:
Overall Course Design
Creating Online Community
Instructor Presence and Role
Three types of activities
•
•
•
•
Image: http://commons.wikimedia.org/wiki/File:Cairn_3.jpg
10. Crafting a Relevant Course: PTTO
Our Approach:
Online Student Experience
Discuss and Reflect
Develop Online Deliverables
•
•
•
o Welcome Letter
o Online Syllabus
o Final Project (self-defined)
Image: http://www.flickr.com/photos/vitroids/4560252444/
11. Crafting a Relevant Course: PTTH
Our Approach:
Embed and Reflect
Develop a Hybrid Toolbox
•
•
o Syllabus
o Hybrid Learning Activity
o Backwards Planning
o Course Audit
o Hybrid Learning Plan
Image:
http://plus.maths.org/content/sites/plus.m
aths.org/files/puzzle/2012/hammer.jpg
12. 3) Emphasize Process, Engagement,
and Interactivity
• Web 2.0 tools used to enhance, not
drive the classroom
• Shift focus away from content and
delivery (shoveling content online)
14. Process, Engagement, and
Interactivity PTTO
Our Approach:
Focus on learning activities
Match tools to
activity
•
•
Photo: http://www.flickr.com/photos/birgerking/4580358381/
15. 4) Diversify Assessment Strategies
and Activities
• Addressing different Learning Styles
• Aids in increased engagement
16. Diversifying Assessment in PTTO
Our Approach:
Universal Design:
•
o Content representation
o Action and Expression
knowledge
o Engagement - easiest in PTTO
recruit interest, sustain effort
o
http://www.udlcenter.org/aboutudl
Photo: http://www.flickr.com/photos/katerha/5241746230/
17. Diversifying Assessment in PTTH
Our Approach:
Facilitating Every
Student
Varied content and
assessment
•
•
Image:
http://www.flickr.com/photos/dougbelshaw/4100721032/
Blooms Taxonomy: The “Pegagogical
Wheel
18. 5) Promote Active, Engaged Learning
• Focus on the student’s learning needs
• Applied learning and critical thinking
• Knowledge retention
http://madisoncollege.edu/in/about-active-learning
19. Active Learning in PTTH
Our Approach:
Use multiple active learning techniques
in each class ttp://madisoncollege.edu/in/active-learning-activities
•
h
The Human Wiki
The Gallery Walk
The Jigsaw
Image: http://farm8.staticflickr.com/7096/7172836245_4604990036_o.png
20. Active Learning in PTTO
Our approach:
Use diverse learning activities each
week
•
Small Group Discussions
Case Studies
Wikis
Photo: http://www.flickr.com/photos/budslife/1771179517/
21. For More Information on Flexible
Learning at Madison College
• Flexible and Online Learning Website:
http://madisoncollege.edu/in/flexible
-online-learning
• To register for PTTH/PTTO:
http://madisoncollege.edu/in/cetl