The Penn State World Campus redesigned 30 traditional courses to be fully online and then further redesigned them to be blended courses. Research from the Schreyer Institute found that while most faculty and students adapted positively to blended formats over time, some students still struggled with preparation and expectations. The blended learning design process focuses on determining effective pedagogy, assessments, and accessing learning resources. Resources created through the Blended Learning Initiative are made available to faculty through various repositories.

1. Blended Learning Initiative Learning Design Stephanie Edel-Malizia Instructional Designer Penn State World Campus

2. PSU Blended Learning Initiative 30 traditional courses Redesigned to be taught fully online Further redesigned to be taught as blended courses Materials shared with Penn State campuses Research provided by Schreyer Institute

3. Blended Learning Outcomes: Faculty Perspectives –Schreyer Institute for Teaching Excellence and Psychology, Penn State, Suzanne Weinstein 2007 All instructors developed a more positive attitude - over time Instructors thought the new format was efficient New format required learners to take more responsibility However… some students still come unprepared and with unreasonable expectations

4. Blended Learning Outcomes: Student Readiness –Schreyer Institute for Teaching Excellence and Psychology, Penn State, Suzanne Weinstein 2007 Most students had the necessary skills Technology skills Learners weren’t sure what they signed up for – higher withdrawal rate Self-management skills Most common benefit: ability to manage their schedules more effectively 80% indicated that an online or hybrid course required them to take more responsibility to “teach themselves.” 50% indicated that it made the course more difficult 50% indicated that this enhanced their learning

5. Blended Learning Design Process Where to start? Determine effective pedagogy including identifying content most suitable for face-to-face and for online instruction Determine appropriate assessment methods Access learning resources

6. BLI Learning Design Determine effective pedagogy The art and science of teaching Best delivery method including appropriate use of text, audio, animation, video, videoconferencing, etc. Individual learning or collaborative Higher order thinking skills Appropriate use of Web 2.0 tools Availability of copyright free media resources

7. BLI Learning Design

8. BLI Learning Design Getting Access to BLI Learning Resources All online learning resources created are then made available for use in blended courses Resources include animations, podcasts, assessments, discussions, lessons, etc. Resources currently available through Master Course or Angel Repository Resources will be made available through a repository currently piloting use of Equella

9. BLI Learning Design BLI Website http://weblearning.psu.edu/blended-learning-initiative Repository http://us.equella.com/psu/logon.do Contact Stephanie Edel-Malizia, Ed.D. Instructional Designer, Blended Learning Initiative [email_address]