Slides from featured presentation at Long Island University's 2013 Summer Teaching with Technology Institute

1. Bring Out Their Best as You
Bring Your Own Blend
Kelvin Thompson, Ed.D.
University of Central Florida
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported
License. Portions of this work are adapted from the work of others with permission and are attributed
appropriately in context.
@kthompso #bringmyblend

2. Coney Island Mermaid Parade 2009 – 40 by Anthony Catalano on Flickr
CC BY-NC-SA 2.0 License
http://www.flickr.com/photos/badwsky/3646378430

3. 2007 Disney Weekends #1: Chewbacca by starwarsblog on Flickr
CC BY 2.0 License
http://www.flickr.com/photos/starwarsblog/631778627

4. Nerd Brigade by JL Watkins on Flickr
CC BY 2.0 License
http://www.flickr.com/photos/littlelostrobot/5741576264

5. Star Wars Weekends 2011-Last Day by Gordon Tarpley on Flickr
CC BY 2.0 License
http://www.flickr.com/photos/gordontarpley/5827276713

6. DIY light-saber, Tomorrowland, Disneyland, CA, USA 1.JPG by Corey
Doctorow on Flickr CC BY-SA 2.0 License
http://www.flickr.com/photos/doctorow/4536623149

7. Multiple Approaches
Tech Enabled
F2F + Online
Web Enhanced
Flip Class
Reduced Seat Time
Mandated “Recipes”
“Blended”

8. Technologies Information
Human Interaction

9. Networked
Technologies
Information
Abundance
Human Interaction

10. Networked
Technologies
Digital
Information
Abundance
Human Interaction

11. Networked
Technologies
Digital
Information
Abundance
Human Interaction

12. Innovations
Disruptive
• Technology-enabled
• New definition of “good”
• Different services/products
to new customers
• Example: Electric car
Sustaining
• Technology-enabled
• Same definition of “good”
• Better services/products to
best customers
• Example: Hybrid car
Christensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learning
disruptive? An introduction of the theory of hybrids. San Francisco: Christensen
Institute. Available online http://www.christenseninstitute.org/publications/hybrids

13. Characteristics of “Hybrids” 
Sustaining Disruption
1. Includes both the old and new technology.
2. Targets existing customers.
3. Performance hurdle required to delight
existing customers is quite high. Hybrid must
do the job at least as well as the incumbent
product on its own, as judged by the original
definition of performance.
4. Tends to be less “foolproof ” than a
disruptive innovation.
Christensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learning
disruptive? An introduction of the theory of hybrids. San Francisco: Christensen
Institute. Available online http://www.christenseninstitute.org/publications/hybrids

14. BLENDED RESULTS AT UCF

15. UCF Student Evaluation Protocol
• Feedback
• Interest in learning
• Use of class time
• Organization
• Continuity
• Pace of course
• Assessment of your
progress
• Texts and supplemental
material
• Description of objectives
• Communication
• Expression of
expectations
• Availability to assist
• Respect and concern
• Stimulation of interest
• Facilitation of learning
• Overall assessment

16. Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Then...
The probability of an overall rating of Excellent = .97 &
The probability of an overall rating of Fair or Poor =.00
If...
A Decision Rule for the Probability of UCF Faculty Member
Receiving an Overall Rating of Excellent (n=1,280,890)
Respect and concern for
students
Used with Permission. UCF Research Initiative for Teaching Effectiveness

17. UCF Course Evaluation Ratings
Course Modality % Overall
“Excellent”
Blended 52%
Fully Online 48%
Face to Face 48%
Lecture Capture (with classroom) 44%
Lecture Capture (no classroom) 42%
N = 913,688
Used with Permission. UCF Research Initiative for Teaching Effectiveness

18. UCF Success Rates by Modality
Fall 2009 through Summer 2011
87 88 88 87 87
9191 91 91 90 90
94
89 88 88 88 88 89
0
10
20
30
40
50
60
70
80
90
100
Fall 09 Spring 10 Summer 10
F2F
(n=665,209)
Blended
(n=56,316)
Fully online
(n=150,834)
Percent
Fall 10 Spring 11 Summer 11
Used with Permission. UCF Research Initiative for Teaching Effectiveness

19. UCF Withdrawal Rates by Modality
Fall 2009 through Summer 2011
3 3 2 3 3 23 3 1 3 3 24 5 4 5 4 4
0
10
20
30
40
50
60
70
80
90
100
Fall 09 Spring 10 Summer 10
F2F
(n=743,418)
Blended
(n=56,874)
Fully online
(n=150,943)
Percent
Fall 10 Spring 11 Summer 11
Used with Permission. UCF Research Initiative for Teaching Effectiveness

20. UCF Faculty Willingness to Teach
Web/Blended Courses in the Future
Positive
Neutral
or
negative
Online
n=71
Blended
n=53
Modality
81%
16%
2%
69%
13%
10%
6% 4%
Definitely
Probably
Probably not
Definitely not
Used with Permission. UCF Research Initiative for Teaching Effectiveness

21. Amount of interaction in UCF Online Classes
Compared to Comparable F2F Sections
More
interaction
Equal
to or
less than
Online
n=55
Blended
N=40
Modality
13%
45%
16%
15%
62%
30%
2%
7%
8%
3%
Increased
Somewhat
increased
About the same
Somewhat
decreased
Decreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness

22. Quality of Interaction in UCF Online Classes
Compared to Comparable F2F Sections
Better
interaction
Equal
to or
less than
Online
n=55
Blended
N=43
Modality
22%
30%
33%
19%
35%
37%
9%
2%
14%
Increased
Somewhat
increased
About the same
Somewhat
decreased
Decreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness

23. WHAT WILL YOUR BLEND BE?

25. Hallowell’s Human Moments by kthompso404 on Flickr CC BY 2.0 License
http://www.flickr.com/photos/53256849@N05/7691997840

26. Non-scored activity
Scored activity
A Range of Student Engagement
A Range of Student Engagement by Dr. Kelvin Thompson available at http://bit.ly/rehumanizing_slides is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 3.0 Unported License. See http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US.

27. From Design to Outcomes
Course design
Course syllabus
Course assignments
Student reflections
Human moments
Invisible to students
Articulated to students
Experienced by students 
“learning”
Internalized by students
Remembered by students

30. Content
Interaction
Assessment

31. Content
Interaction
Assessment

32. Content
Interaction
Assessment

33. Content
Interaction
Assessment

34. Content
Interaction
Assessment

35. MOOC
Open Educational Resources
(OER)
Open CourseWare
(OCW)
Open Learning
iTunesU
podcasts
screencasts
online course
blended
hybrid
virtual worlds
Second Life
flipped class
Personal Learning
Network (PLN)
TwitterTED Talks
YouTube
Google Wikipedia
wikis
blogs
RSS
Yahoo Pipes
html

36. Technologies
In-Depth Look at Four
• Free!
• Fairly dependable
• Useful in all modalities
• Mobile-friendly
• Range of uses
Survey of Many
• Most free
• Some single function
– Interaction
– Assessment
– Content

37. Read More About It
Reading List: Rehumanizing Through Technologies
http://bit.ly/readinglist_rehumanizing
Annotated List of Technologies
http://bit.ly/technologies_rehumanizing

38. TED-Ed
http://ed.ted.com

39. Flickr
http://flickr.com

40. Twitter
http://twitter.com

41. Diigo
http://diigo.com

42. Implementation Issues

43. BYOD?
• Some studies indicate that 95% of college
students bring cell phones to class each day
- May, 2012
• Nationwide, 88% of adults have cell phones with
the majority (55%) using for internet access
• 61% of US adults own a laptop computer
- Pew Internet & American Life Project, 2012
http://bit.ly/pew_data http://bit.ly/may_data

44. Ethical/Legal Issues
• Privacy
• FERPA
• Accessibility

45. FERPA Recommendations
• Assume conservative FERPA interpretation
• All official communications (including grades)
in CMS
• FERPA/Web2.0 statements in course
documents
• No required personally identifiable information
on public web
http://bit.ly/ferpa_coursedocs

46. Accessibility Recommendations
• Adopt a “universal design for learning” mindset.
• Assume you will have accommodation needs.
– Select new media/technologies with accessibility in mind.
– Think: “What will I do differently to make old accessible?
• Plan A: Do that now (e.g., script everything).
• Plan B: Be prepared to take action when needed.
• Assume that it is all up to you.
– Educate yourself.
– Take initiative.
– Be grateful when help is available.
http://bit.ly/online_accessibility

47. Cautions
• Time commitment (beware of diminishing
returns)
• Some students resist “active learning”
• Your results may vary
– Strive for balance
– Keep It Simple Starting (KISS)

48. START WHERE YOU ARE
Practical Action Step Ideas

49. Challenges to Consider
1. Start teaching with networked technologies and information
2. Look for ways to make technologies RE-humanizing rather
than de-humanizing
3. Foster active, higher-level learning
4. Model human interactions via technology
5. Design learning activities in which students meaningfully
interact via technologies
6. Become a learner within digital info-abundant environment
7. Learn to surf the (info) wave
8. Learn when to use/re-mix information resources
9. See knowledge/learning as “perpetual beta”

50. Start teaching with networked
technologies and information
• Web-enhanced courses
• “Flipped” courses
• Blended courses
• Online courses
Need help starting or want ideas to share with
colleagues?

51. UCF Faculty Seminars in Online Teaching
• Online/blended learning focused
• Co-presented by teaching faculty and instructional
designer
• Information-packed
• 30 minutes!
• Interactive webinar format
• Repository of recordings and supporting resources
• New topics each semester
Subscribe to mailing list to be notified of
upcoming seminars
http://bit.ly/facultyseminars

52. Teaching Online Pedagogical Repository
a resource to support the curation of effective
pedagogical practices in online and blended courses
individual entries include:
• strategy description drawn from the pedagogical
practice of online/blended teaching faculty
• artifacts depicting the strategy from actual courses
• alignment with cited findings from research or
professional practice literature
All released for reuse/remix under
Creative Commons
http://topr.online.ucf.edu

53. • 30+ published strategies relevant to online and blended
courses
• New strategies added/updated regularly
• Categorized by Content, Interaction, or Assessment
• Get ideas for your blended or online course design!

54. #TeachOnline
http://bit.ly/teach_online

55. http://BlendedLearningToolkit.org
An open educational resource (OER) site
containing:
– Best practices, strategies, models, and course
design principles.
– Two OER prototype courses in Composition and
Algebra.
– Faculty development resources
– Assessment and data collection protocols, including
survey instruments and standards.

56. BlendKit Course Materials
• Instructional modules
• BlendKit Reader
• Do-It-Yourself design tasks
• Recordings of interdisciplinary faculty
interviews
• Recordings of online webinar discussions with
faculty cohorts
http://bit.ly/blendkit

57. BlendKit2013
• Open, online course built around BlendKit
Course materials
– Dates TBA (five weeks this fall)
– Facilitative communications
– Weekly webinars
– Interaction opportunities among cohort
– Choose your own participation level
• To Register or to Subscribe to Mailing List:
http://bit.ly/blendkit

58. Look for ways to make technologies RE-
humanizing rather than de-humanizing
• give every student a voice via technology
(e.g., discussion
forum, blog, VoiceThread, BYOT/D)
• give everyone access via technology (practice
Universal Design for Learning; anticipate
accommodations)
• take an assignment and make it social via
technology (e.g., not just an audience of one;
not just locked up in a course management
system)

59. Foster active, higher-level learning
• Focus on learning outcomes
– Learner-centered?
– Appropriately higher-level?
– Prioritized with emphasis on important outcomes?
– Opportunities for new authentic assessment? (hands-
on projects using digital content)
• Practice “Backward Design” from the middle
– Select successful activity  DIVA
See http://bit.ly/thompson_DIVA

60. Model human interactions via
technology
– Beware of written messages that “zap.”
– Express interest/concern.
– Consider audio.
– “Thanks for asking, John.”
– “If you have any questions or concerns, please let
me know.”
– “I noticed…. Is there something going on about
which I should be aware?”

61. Design learning activities in which
students meaningfully interact via
technologies
Make substantive and humane interactions an
expectation
Sample Guidelines
• Be courteous and
considerate.
• If you are replying to
someone else's
posting, include a relevant
excerpt
• "Sign" your comments for
context.
• Post a response to
questions others ask of you

62. Become a learner within
digital info-abundant environment
• Know where to find (relevant) info
– Google?
– Social bookmarking (Diigo or Delicious)
– Subscription databases
• Form/engage with a Personal Learning
Network (PLN)
• Professional conferences good starting point
(e.g., resource sharing via official channels &
Twitter back channel)

64. Learn to surf the (info) wave
• Information as a flow or stream
– See danah boyd http://bit.ly/streamCSU
– Choose: fight, float, or navigate (McCarthy, 1991)
• Practice: Consuming, Curating, Contributing
– Establish access point(s) (e.g., Twitter)
– Take in, screening for relevance
– Mark for later use (e.g., “Favorite” in Twitter)
– Retrieve when needed

65. Help students learn within
digital info abundant environment
• Design activities for students to:
Consume, Curate, Contribute
– Model your own practice
– Establish a mini-Personal Learning Network (PLN)
– Set expectations (and scoring criteria?) for on-going
activity
– Encourage students to spin off their own PLN
• Scaffold with supporting resources
– Align with learning objectives
– Provide examples
– Link to how-to guides/tutorials

67. Learn when to use/re-mix
information resources
• Integrate an array of slower-to-faster web-
based resources in course materials
– Textbook : Modules : Diigo Group : Info Stream
• Wrestle with ethics of academic citation and
legality of licensed content re-use
– APA issue or copyright (or Creative Commons)
issue?
• Become a content re-mixer
• Encourage students to become re-mixers

68. See knowledge/learning as
“perpetual beta”
• Resist students’ (and your) expectations for
dependable step-by-step instructions
• Scaffold for success but
problematize/empower learners
– High challenge, low stress activities
– Be there when you need them
– Hold them accountable (with encouragement)

69. Toward Your Signature Blend:
Personal Action Plan
• Reflect upon today’s session
• Identify at least one idea you can put into
action
• Write down how you will apply the idea
• Tell one other person what you plan to do
• Exchange contact info and plan to touch base

70. Students Are… by kthompso404 on Flickr CC BY 2.0 License
http://www.flickr.com/photos/53256849@N05/7759779256

71. Contact
Kelvin Thompson, Ed.D.
kelvin@ucf.edu
http://twitter.com/kthompso
https://profiles.google.com/drkelvinthompson
Register/Subscribe to BlendKit
Mailing List http://bit.ly/blendkit