This is a case study written on the learning outcomes of a hybrid summer program that Fairmont Private Schools ran in the summer of 2010. It shows that students learning outcomes had improved over the traditional bricks and mortar model of previous years.
It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’
We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits.
You reflect on this work with your partner, uploading a recording of your discussion to your site.
We conclude with a discussion of interactive whiteboard practice in schools.
IN-SESSION TASK 2
• Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own
• Upload your finished portrait to your Google site.
• Record a brief conversation with your partner about this task and upload this to your site.
TO FOLLOW UP
• Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard.
• You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library.
• Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’
We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits.
You reflect on this work with your partner, uploading a recording of your discussion to your site.
We conclude with a discussion of interactive whiteboard practice in schools.
IN-SESSION TASK 2
• Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own
• Upload your finished portrait to your Google site.
• Record a brief conversation with your partner about this task and upload this to your site.
TO FOLLOW UP
• Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard.
• You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library.
• Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
Fairmont Hybrid Summer Courses
Hybrid courses blend traditional classroom instruction with online learning activities. Students
maintain strong connections with their teachers and peers while also receiving more one-on-one
instruction from the teacher.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
Barbour, M. K., & Borup, J. (2021, August). Skola och utbildning utanför 50-skyltarna. Vad har hänt i omvärlden under pandemin. Vägval, effekter och diskussioner i vår omvärld? [School and education outside the 50 signs. What has happened in the outside world during the pandemic. Choices, effects and discussions in our world?] [Keynote]. Aktuellskol Politik 2021: Skolan efter pandemin - Skuld, skills och framtid [Current School Policy: School after the pandemic – Debt, skills and future], virtual (Västerbotten, Sweden).
The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja's Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups' students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners' achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.
This Interface Design Analysis of Online Nursing Courses reports on the findings of five online nursing courses offered through the University of Wisconsin System that were developed as part of the WI TECNE Grant. The presentation was given as part of the WI TECNE - Year Five Conference: eLearning in Nursing on the University of Wisconsin - Green Bay Campus on April 8, 2011.
MPSC Paper Presentation: Building Peace in Pieces: Usage of Jigsaw Cooperative Learning Model (JCLM)
in Integrating Peace Skill Education in Educ 2 Course
The Use of Measurement and Neuroimaging to Examine the Learning Affordances o...SeriousGamesAssoc
The presenter of this session will discuss differences in the level of hemodynamic response (used as a proxy for ‘cognitive demand’) as it relates to three different pedagogical approaches of teaching the processes of DNA extraction in life science.
The first approach was using a video lecture approach. The second approach used an immersive virtual reality environment. The third approach was the use of a ‘hands-on’ laboratory in which the students engaged in a wet laboratory extraction.
Functional near-infrared spectroscopy (fNIRs) technology was used in this study to examine hemodynamic localization associated with each condition.
Results suggest that the group using the virtual reality laboratory had a significantly higher score on the posttest compared to the laboratory group and the virtual laboratory group did not statistically significantly differ from the real-life laboratory group related to fNIR. More importantly, measures of virtual environment hemodynamic responses did not differ from those of the ‘real-life’ laboratory in either location or intensity.
These results suggest that realistic virtual reality based environments and ‘real-life’ laboratory activities activate and produce similar amounts of processing and learning.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
These maps are great ways to display information and organize your thoughts Use these graphic organizers anytime your are preparing to write an essay or organize your thoughts.
Fairmont Hybrid Summer Courses
Hybrid courses blend traditional classroom instruction with online learning activities. Students
maintain strong connections with their teachers and peers while also receiving more one-on-one
instruction from the teacher.
Aktuellskol Politik 2021 - Skola och utbildning utanför 50-skyltarna. Vad har...Michael Barbour
Barbour, M. K., & Borup, J. (2021, August). Skola och utbildning utanför 50-skyltarna. Vad har hänt i omvärlden under pandemin. Vägval, effekter och diskussioner i vår omvärld? [School and education outside the 50 signs. What has happened in the outside world during the pandemic. Choices, effects and discussions in our world?] [Keynote]. Aktuellskol Politik 2021: Skolan efter pandemin - Skuld, skills och framtid [Current School Policy: School after the pandemic – Debt, skills and future], virtual (Västerbotten, Sweden).
The norm for pedagogical situations in the twenty-first century in education is digitization. After the COVID19 pandemic lockdown, the use of blended learning models at universities has become crucial. The use of teaching in the classroom, particularly in higher education, enhances student learning. In order to build effective teaching-learning, blended learning places learners in a new learning environment based on technology. The purpose of the current study is to figure out the viability of embracing a blended learning method in learning science course at the secondary school level. The current study has been conducted using a quasi-experimental design. The University of Abuja's Centre for Distance Learning and Continuous Education (CDL & CE) recruited 120 undergraduate students for this study. The Blended Models Achievement Test (BMAT) and Blended Models Retention Test were the instruments used for data gathering (BMRT). The experimental groups' students were instructed using blended learning methods for eight weeks. The three tests, including the pre-test, post-test I, and post-test II, were given to six groups. Statistical Package for Social Science (SPSS) version 26 was utilized to assess the hypotheses and provide response to the research questions with mean score, standard variation and error, while the inferential statistics utilized related samples t-test at level of significant of 0.05. Results showed a significant difference between the mean pre- and post-test achievement and retention capacity of students who were receiving science instruction through blended learning. The study came to the conclusion that learners' achievement and retention in science are significantly improved by blended learning models. It is recommended that blended learning approaches be utilized for teaching the sciences because they improve the learner’s retention and academic performance.
This Interface Design Analysis of Online Nursing Courses reports on the findings of five online nursing courses offered through the University of Wisconsin System that were developed as part of the WI TECNE Grant. The presentation was given as part of the WI TECNE - Year Five Conference: eLearning in Nursing on the University of Wisconsin - Green Bay Campus on April 8, 2011.
MPSC Paper Presentation: Building Peace in Pieces: Usage of Jigsaw Cooperative Learning Model (JCLM)
in Integrating Peace Skill Education in Educ 2 Course
The Use of Measurement and Neuroimaging to Examine the Learning Affordances o...SeriousGamesAssoc
The presenter of this session will discuss differences in the level of hemodynamic response (used as a proxy for ‘cognitive demand’) as it relates to three different pedagogical approaches of teaching the processes of DNA extraction in life science.
The first approach was using a video lecture approach. The second approach used an immersive virtual reality environment. The third approach was the use of a ‘hands-on’ laboratory in which the students engaged in a wet laboratory extraction.
Functional near-infrared spectroscopy (fNIRs) technology was used in this study to examine hemodynamic localization associated with each condition.
Results suggest that the group using the virtual reality laboratory had a significantly higher score on the posttest compared to the laboratory group and the virtual laboratory group did not statistically significantly differ from the real-life laboratory group related to fNIR. More importantly, measures of virtual environment hemodynamic responses did not differ from those of the ‘real-life’ laboratory in either location or intensity.
These results suggest that realistic virtual reality based environments and ‘real-life’ laboratory activities activate and produce similar amounts of processing and learning.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
These maps are great ways to display information and organize your thoughts Use these graphic organizers anytime your are preparing to write an essay or organize your thoughts.
I am an Instructional Designer with over 10 years of experience developing blending learning, eLearning, and facilitator-led training courses for global and private companies, as well as educational clients.
Captivate CS3 and CS4 have a bug associated with the "Advanced Interaction" feature. This bug tracks the users progress and interactions even if tell Captivate not to track. This job aid describes how to resolve the problem.
This is a short best practices job aid for leveraging Blackboard v9.0/9.1 as a CMS for Aventa Learning and NROC/UCCP content. This sheet was handed out to parents and students prior to launching a hybrid summer school program in 2010.
This presentation describes how to load the UCCP content files into the Blackboard 9.1 Learning Management System. The presentation will describe how to upload content using the new file management system.
This presentation describes some the basic functions of the new Blackboard 9.1 Learning Management System. The presentation will describe using the text editor, upload content using the new file management system, and creating/editing assessments. Basic web and instructional design are also covered in the presentation.
Three Purposes of the Instructional Design ProcessMichael Payne
Three Purposes of the Instructional Design Process:
1. To identify the outcomes of the instruction
2. To guide the developing the instructional content (scope and sequence)
3. To establish how instructional effectiveness will be evaluated.
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
De-mystifying Zero to One: Design Informed Techniques for Greenfield Innovati...
Thesys Case Study Summer 2010 Fairmont prep full
1. HYBRID COU
URSES FO COLLEG PREPA
OR GE ARATORY STUDENT
Y TS
Sep
ptember 20 | thesys
010 sintl.com
ABSTRACT OF EFFECTIVE PRACTIC
E E CE
Every sc chool must continually improve academic q
y quality at a lower cost/student w while
offering a full rang of cours
ge ses. The hy ybrid mode is increa
el asingly dem monstrating the
g
ability to meet this range of needs. Hy ybrid or “bl ended” co urses combine classr room
experien nces with online resources. During July an August 2
o nd 2010, stude ents met in the
n
classroo for key lectures, sm group or individu work ac
om mall ual ctivities, lab and rev
bs, views
two day per week. This clas time was integrate with a fu online course inclu
ys ss s ed ull uding
reading materials, interactiv learning tools, dis
ve g scussion b boards, ass signments, and
other reesources, th student used during the re
hat ts emainder o f the week Teachers and
k. s
students provided conclusions about their ex perience a
s d t along with measures to
h
determine learning effective
g eness and best pract tices. Sixte
een hybrid courses w
d were
complet ted by 156 students utilizing a Learning Maanagement System (L
t LMS) in cou
urses
develop ped by Thesys Internaational. Results indicat compara
te able to imp proved lear
rning
outcomes at a lo ower cost per student compar red to traditional classroom-based
courses.
DESCRIPTION OF EFFECT
TIVE PRAC
CTICE
Introducction
Hybrid or “blendeed” learning empowers student s to becom independent learners,
g me
the kind of stude
d ent they will need to become upon en
w t e ntering college. Fairmmont
Preparatory Academy, locat ted in Anaheim, Calif
fornia, offe
ered the fo
ollowing hy ybrid
courses during the 2010 Sum
e mmer Schoo term: Alg
ol gebra I CP, Algebra II/Trigonommetry
CP, Biology CP & Honors, Chemistry CP & Hono rs, Econom
C mics CP, En
nglish I/II/II CP,
Geomet CP, Hea
try alth, Pre-Ca
alculus CP, US Govern
nment CP, U History CP, and W
US World
History CP.
This pap identifie the results obtained from thes hybrid c
per es d se courses ask
king:
1. Are learning outcomes in hybrid courses co
A g s omparable better, or worse relative
e, r
to the tradit
o tional classroom settin
ng?
2. What are ch
W haracteristic of succe
cs essful stude
ents in a hy
ybrid course?
3. What additi
W ional best practices can teache rs use in hybrid cour
c rses to imp
prove
outcomes?
o
4. What do stu
W udents say are their ke behavio for onlin learning?
ey ors ne ?
5. What is an effective mix of classr
W e room and o online time??
6. What type of conte
W ent should be learn
d ned in the classroo
e om and online
environments?
7. Can student LMS usage behavior differenti
C t rs iate betwee student outcomes?
en
8. Can a hybrid course structure lower th cost pe student in secon
C e e he er t ndary
education?
Learning Outcome
g es
Conclus
sions of lear
rning outco
omes stated by teach ers are sum
d mmarized b
below:
Pa
age 1
2. 1. Students ha the opp
ave portunity to learn just as much, a
o and probab more, in the
bly n
hybrid cour rse compar red to a fu
ully classro
oom-based course. Th hybrid class
he
eaches res
te sponsibility and time manage ment in a
y e addition to the requ
o uired
curriculum.
2. The hybrid course wa better. The studen who we taking the course for
T as T nts ere e
advancement were ve ery motivaated to do well, and easily kep up with the
o pt h
outside wor
o rk.
3. If the student is motiv
f vated, their learning w
r was compa arable with the classr
h room
le
earning.
4. The hybrid course is somewhat the same as the cla
T assroom-on course, and
nly
soomewhat worse beca
w ause some students tr to shortc the mat
s ry cut terial.
5. The student were able to answer the que stions and get reinforcement of the
T ts
concepts. I believe the hybrid course did en
e nhance the learning as a whole but
eir e
it depends on the stud
t o dent.
6. The hybrid was a little worse fo my inte rnational s
T or students du to langu
ue uage
barriers. It would be more succe
b m essful with better voccabulary as
ssistance w
within
th passage (e.g., pop
he es p-up windo ows with wo definiti
ord ions).
83% of remediatio students earned a higher pa ssing grade taking a hybrid course,
on s
after receiving the failing gr
e rade in a prior classr
p room-base course (
ed (versus 80 in
0%
2009 an 78% in 2008 for remediation students in traditiona classes).
nd 2 n al
88% of students taking cou urses for advanceme
a ent earned passing g
grades in 2010
compared to traditional class
sroom (sam course in 2009 at 93% and 2008 at 88%.
me) es d
brid advanc
The hyb cement stu udent grad distribut
de tions are c
comparable to classro
e oom-
based course outcomes, with a high ratio of A/B p
h performanc (see Figu 1 below
ce ure w).
Figure 1
F
Pa
age 2
3. During Fairmont’s summer program, th Geomet class w
p he try was held bo as a hy
oth ybrid
course and as classroom-only course. Overall, stud
a y O dents perfo
ormed better in the hy
ybrid
course (see Figure 2 below).
( e
Figure 2
F
Success sful Studen Characte
nt eristics/Behhaviors
Success sful students are no different in the hybri d environm
d n ment than the classrooom-
only environment. Teachers commente that stu
ed udents who were successful in the
n
hybrid program ex
p xhibited the following traits:
e
1. Self-directed learner, already high motivat
d a hly ted
2. Mature enou
M ugh to stay motivated and direc
y d cted with th online co
he omponent
3. Organized; completed the assignments in a timely manner
O c
4. Participated consistently in discussion board
P d ds
5. Took excelle notes during class and from readings at home
T ent d s
6. Asked ques
A stions, took all necess
k sary quizze and test followed the dead
es ts, d dlines
fo each cha
or apter, and excelled in the classro
e oom
7. Took the tim to do th reading, submitted assignmen before o
T me he nts other stude
ents
8. Averaged at least 2 ho
A ours per noon-classroo day on the LMS; lo
om ogged in to the
o
syystem ever day
ry
9. Viewed the course as a 24 hour/day, 7 d ay/week c
V s class; benef
fited from self-
motivation and parent involveme
m a ent
10. Thrives with less struct
T h ture
Teacher expresse a primary concern that many students a not as c
rs ed are computer savvy
as expec
cted.
Teacher Hybrid Best Practic
rs B ces
Teacher described the follow
rs d wing metho to enha
ods ance and mmanage the hybrid cou
e urse:
1. Schedule tim in the co
me omputer la once per week to m
ab r make sure t
that studen
nts
are able to access the online com
a mponents o f the cours properly; do some o
se of
th online work during the computer lab tim in order to see issu that
he w g me ues
st
tudents ma be havin
ay ng
Pa
age 3
4. 2. During classroom time, present an overview of major topics and have students
do a couple practice problems; after major concepts are presented and
practiced, follow-up with additional readings and assignments online
3. Do as much hands-on, real-life activities during classroom time
4. Give the final exam online through the Learning Management System (LMS)
5. To keep students at the same pace and motivated to log-in to the LMS, post
announcements each morning that highlight the daily assignment
6. Use synchronous communication tools for direct dialogue with students as
needed
7. Devote the first half-hour of classroom time to questions from the online
material
8. Don't "hide" future units from students--keep the course "wide-open" to
encourage exploration of the content
9. Determine attendance by a meaningful interaction between the student and
the teacher (for example, synchronous communications, daily email Q&A,
discussion boards, chat sessions, etc)
10. Foster virtual collaboration by providing group assignments during classroom
time to help students get to know each other/learn how to work together
11. To increase student accountability, set regular virtual office hours for students
to contact the teacher with questions or homework issues
12. Begin the course (and/or course units) by setting clear expectations and giving
clear instructions about the use of the LMS
13. Structure wet science labs with two days of classroom activities and a third
day of in-class lab activity
Student Best Practices
Students were surveyed at the end of the term for their ideas on best practices for
students and teachers. They mostly recognized the importance of time management
and self-motivation, stating:
For students
1. Stay on time with the homework; do not procrastinate
2. Manage your time well so that you do not fall behind
3. Study when you have time, and do the work before classroom sessions
4. Set aside sufficient time during the day to complete unfinished tasks
5. Choose a better work schedule than working at night--for example, do not
waste a free day and expect to catch up on the online assignments the night
before your classroom session
6. Do the homework assigned online on that same day rather than waiting
7. Review coursework as much as possible with your teacher and ask a lot of
questions (during class or through email)
8. Review materials and progress everyday to make sure you are not falling
behind
For teachers
1. Place all course materials online so that students can access them whenever
needed
2. Use presentations in class, and be sure to upload them to the LMS so that
students can review them later
3. Assign some of the labs online, if understandable
Page 4
5. 4. Scheduling classroom sessions a few days apart (such as Mondays &
Thursdays, or Tuesdays and Fridays) helps keep the online workload more
manageable
5. The more practice questions the better
Mix of Classroom and Online Time
Teachers recommended a mix of classroom and online time that varied by subject
level (see Table 1 below).
Table 1: Time Distribution
Actual Used Recommended
Subject % Time in % Time in
Classroom/Online Classroom/Online
Sciences 40% / 60% 60% / 40%
Math 40% / 60% 40% / 60%
English 40% / 60% 40% / 60%
Social Sciences 20% / 80% 40% / 60%
Content by Learning Environment
The mix of classroom and online time provided teachers the opportunity to focus
teaching methods on the best targeted environment. Knowing that the online content
covered all of the necessary material for a course, teachers were able to spend
classroom time on more complex, critical concepts and/or go into more depth on key
topics. Table 2 (below) shows the recommended activities for both environments in a
hybrid course.
Table 2: Recommended Activities
CLASSROOM ONLINE
– Discussion of abstract content – Reading, viewing and listening, followed by
– Brainstorming and planning independent reflection
– Practicing interpersonal skills, presentations – Asynchronous discussion
– Discussion of new concepts and beginning to – Team project developed online
apply learning with guidance – Video and text-based cases
– Demonstration of practices and processes – Repeated practice with concepts and skills
– Review of assignments using tools that allow students to work at
– Group discussions, role play, debate, practice their own pace, including interactive
speaking skills manipulative, games and simulations
– Providing practice and feedback to students on – Working on multi-media projects and
complex or ill-defined tasks sharing them with a wide audience
– Hands-on learning requiring use of specialized – Individual tutoring with synchronous
materials that are difficult to obtain or use communications, cyber-study groups
without teacher supervision – Knowledge checks using practice quizzes
with automated feedback
– Peer review of student work
Page 5
6. LMS Usa age and Le
earning Out tcomes
Final grades of stuudents wer compare to key measures of students’ usage of the
re ed
LMS, teesting for statistical correlation The go
ns. oal is not to fully e
explain all that
determines a stud dent’s grad but to understan the lev of activ
de, nd vel vity needed to
increase the likelihood of earning a higher grad Table 3 below s
e e h de. summarizes six
s
measure that we
es ere tested, and the resulting co orrelation t the fina grade. T
to al These
measureements support wha teachers already k
at s know, but can now be monit tored
during classroom-t
c time and vi the LMS prior to as sessments.
ia
Table 3: Measures of Student Behavior
Cost Per Student
Increasingly, schoo are disc
ols covering th technol
hat logy-based programs can lower the
d s
cost pe student, driven by effectiv
er b vely suppo orting more students per teac
s cher.
Generally, a hybrid course can be provided a a lower cost than a traditional
p at r
classroo for the following re
om f easons:
– Students ar more ind
re dependent learners w which thus frees up t
teacher tim to
me
effectively handle moore studen nts and/or multiple sections (i.e., impro
r oved
productivity Allocatio of existin resourc es can then be re-targ
p y). on ng n geted.
– Fewer textb
F books and less printing is nece
essary, as c
course matterials are built
in the LMS
nto S
Pa
age 6
7. Table 4 below summarizes the Fairmont Prep 2010 Summer School program and
other programs which have reported reductions in cost per student (in university and
high school programs) utilizing a hybrid model.
Table 4: Hybrid Cost Reduction
% Cost
School
Reduction
Fairmont Prep, CA 33%
University of Dayton, OH 44%
Rio Salado College, AZ 37%
Penn State, PA 30%
Walled Lake High School, MI 57%
SUMMARY
Today, every school must continually improve academic quality at a lower cost per
student while offering a full range of courses. The hybrid education model
increasingly meets this range of school needs. A hybrid course structure can:
– Increase Access
– Schedule flexibility enables students to take significant parts of a class 24x7.
One teacher reported a student-athlete was more alert during the
classroom (than previously experienced) because the student had more
independent study at a convenient time that fit the athletic schedule, and
was thus able to get more rest.
– The courses in this hybrid program were made available to students
throughout Orange and Los Angeles counties (in California) to meet their
summer school needs (due to the state budget crisis, many local schools in
these counties were cutting summer programs during the 2010 school
term).
– Percentage of enrollees from Fairmont Prep 69%
– Percentage of enrollees from other schools 31%
– Improve Teacher Satisfaction
– During the term, teachers taught on-campus two days per week instead of
five, providing them with schedule flexibility and resulting in reduced need
for day care or urban commuting.
– 12 of 15 teachers expressed they were pleased with teaching in a hybrid
format. The lower satisfaction from three other teachers was due to a desire
to increase the rigor of the content, or due to a predominance of English
Language Learners in the student make-up, who lacked language
proficiency to fully comprehend the material.
– Teachers learned new skills that are transferable to classroom instruction
with an LMS.
– Improve Learning Effectiveness
Page 7
8. – Hybrid courses capture the best of classroom and online capabilities. In the
classroom, teachers can focus on the most critical elements of the subject
matter or go deeper into key material. They can do so because they know
that the online portion addresses all the material needed by the student.
The result is additional learning time and instructional elements with fewer
distractions for students while preserving teacher face-time with students.
– Provide Student Satisfaction
– Students were asked “Would you take a hybrid course again?”
– Yes 72%
– Maybe 14% (depends on course schedule)
– No 14%
REFERENCES
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global
perspectives, local designs.
Pfeiffer essential resources for training and HR professionals. San Francisco: Pfeiffer.
Cavanaugh, C. (2010). Blended education for primary and secondary pupils. Better:
Evidence-Based Education 5(Autumn), 16-17.
Cavanaugh, C. (2009). Getting students more learning time online. Washington, DC:
Center for American Progress.
http://www.americanprogress.org/issues/2009/05/distance_learning.html
<http://www.americanprogress.org/issues/2009/05/distance_learning.html>
Cavanaugh, C., Barbour, M., Brown, R., Diamond, D., Lowes, S., Powell, A., Rose, R.,
Scheick, A., Scribner, D. & Van der Molen, J. (2009). Examining Communication and
Interaction in Online Teaching. Vienna, VA: iNACOL.
Means, B., Toyama, Y., Murphy, R., Bakia, M., &Jones, K. (2009). Evaluation of
Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online
Learning Studies. Washington, D.C. Available at:
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
<http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf>
Wang, F. L., Fong, J., & Kwan, R. (2010). Handbook of research on hybrid learning
models: Advanced tools, technologies, and applications. Hershey, PA: Information
Science Reference.
Watson, J, (2008). Blended Learning: The Convergence of Online and Face-to-Face
Education, iNACOL Promising Practices in Online Learning, Vienna, VA: International
Association for K-12 Online Learning.
Harwood, J., (2002). Mixed Delivery Model Proves Cost-Effective. Sloan-Consortium.
Scarafiotti C., (2010). Redesign Lowers Cost per Student. Sloan-Consortium.
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9. Bishop T., (2010). Mixed Model Course Redesign for Introductory Psychology. Sloan-
Consortium.
MDR/EDNet Webinar (2010). Improving Outcomes and Cutting Costs with
Technology.
ACKNOWLEDGEMENTS
The authors wish to acknowledge the Headmaster and the summer hybrid teacher
team for their hard work and great support: Mr. Bobby Mendoza (Headmaster), Dr.
Cathleen Rauterkus, Mr. Nathan Silver, Ms. Holly Wilson, Ms. Kelly May, Mr. Mark
Hassoun, Ms. Michelle Paraiso, Ms. Deborah Terra, Ms. Virginia Phipps, Mr. Ken Logan,
Mr. Remy Demont, Ms. Lola Coleman, Dr. Bob Varnold, Ms. Jackie Saldamando, Mrs.
Carrissa Montenegro, Mr. Steven Duxbury, and Mr. Ivan Ortiz.
AUTHORS
Dr. Cathy Cavanaugh – Associate Professor of Education, University of Florida
Rajeshri Gandhi – Dean of Education, Fairmont Preparatory Academy
Dr. Rebecca Wood – Dean of Advanced Studies, Fairmont Preparatory Academy
Holly Wilson – English Teacher, Fairmont Preparatory Academy
Michael Payne – Program Architect, Thesys International
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