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Ensuring quality in blended and online

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Workshop presented at the Distance Teaching and Learning Conference in Madison, WI, on August 7th, 2013.

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Ensuring quality in blended and online

  1. 1. Strategies to Ensure Quality in Online and Blended Courses August 7th, 2013 Dylan Barth and Tanya Joosten Learning Technology Center, LTC@uwm.edu University of Wisconsin - Milwaukee
  2. 2. Overview • Introduction to UWM Online • Breakout activity, questions to ensure quality • UWM’s processes to ensure quality • Conclusions
  3. 3. Introductions
  4. 4. University of Wisconsin –Milwaukee Learning Technology Center (LTC) Dylan Barth, djbarth@uwm.edu Tanya Joosten, tjoosten@uwm.edu Amy Mangrich, amangric@uwm.edu LTC.uwm.edu | LTC@uwm.edu | @UWMLTC
  5. 5. About us
  6. 6. TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research The LTC provides faculty development and pedagogical consultation, technology training and support, and evaluation and research of an array of course delivery modes, including tech enhanced, blended, and online. What we do?
  7. 7. Delivery modes TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio Pedagogical considerations For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment. The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
  8. 8. About UWM Online
  9. 9. What is blended and online for UWM?
  10. 10. Web-enhanced 0 - 20% Blended 21 - 99% Online 100% Blended 1 21 - 50% Online with commensurate reduction in seat time Blended 3 81 - 99% Online with commensurate reduction in seat time Blended 2 51 - 80% Online with commensurate reduction in seat time
  11. 11. What are we doing today?
  12. 12. DTL13.wikispaces.com
  13. 13. 1. How do you foster faculty awareness and interest in online and blended teaching? How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?
  14. 14. 2. What makes for an effective online and blended learning model? What opportunities should be available to help instructors learn effective practices in design and delivery of online and blended courses? What experiences should be provided to faculty to effectively teach online and blended courses? How can you develop a community of online and blended practitioners on campus?
  15. 15. 3. How will instructors know when they are providing quality online and blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
  16. 16. How does UWM ensure quality?
  17. 17. 1. How do you foster faculty awareness and interest in online and blended teaching? How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?
  18. 18. The Information Technology Policy Committee encourages divisions and individual departments to ensure that their tenure, promotion, and merit processes value innovative forms of publication, research, and teaching
  19. 19. 2. What makes for an effective online and blended learning model? What opportunities should be available to help instructors learn effective practices in design and delivery of online and blended courses? What experiences should be provided to faculty to effectively teach online and blended courses? How can you develop a community of online and blended practitioners on campus?
  20. 20. UW-Milwaukee Faculty Development Program: Purpose | Format | Outcomes
  21. 21. Overall purpose or goals • Design, develop, teach, and advocate for blended courses • A practical approach – Get started – Redesign course – Develop course material – Acquire teaching skills
  22. 22. Program format • Taught in a blended format and in multiple formats during the academic year • Face-to-face meetings and online assignments – Model good blended practices – Experience blended course as a student – Effective teaching model • Experienced blended teachers are program facilitators
  23. 23. Program Structure F2F 1 2.5 hrs Online 1 F2F 2 2.5 hrs Online 2 F2F 3 2.5 hrs Showcase 2.5 hrs Post- Program
  24. 24. Program activities • Presentation, demonstration, small-group activities, facilitator feedback, peer feedback, online discussion, consultation • Emphasis on faculty “active learning” – Discussing – Questioning – Developing
  25. 25. Main Program Outcomes 1. Start of a redesigned course 2. New teaching skills and knowledge 3. Re-examine both face-to-face and online component 4. Faculty know what to expect 5. Faculty get their questions answered
  26. 26. • Ten questions • Online vs. F2F - Integration • Designing learning modules • Decision rubric for content choices • Learning objects Course Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment Plan • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Online Learning Community • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to blended teaching
  27. 27. Pedagogical meets technical
  28. 28. Specialized workshops
  29. 29. Online and Blended Teaching Group (OBTG) • User-driven, monthly meetings for sharing questions, concerns, and resources • Demonstrations, presentations, discussions • Online community of instructors
  30. 30. 3. How will instructors know when they are providing quality online and blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
  31. 31. Faculty Development Resources
  32. 32. Peer Evaluation Handbook
  33. 33. Student Evaluation Data • Enter slides
  34. 34. Certification Program
  35. 35. Communicating Quality
  36. 36. Check out some resources: DTL13.wikispaces.com

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