GVSU Blended Teaching and Learning

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A discussion of the 10 questions and then some at GVSU on March 20th, 2013

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GVSU Blended Teaching and Learning

  1. 1. Blended Teaching and LearningTanya Joosten, tjoosten@uwm.edu, @tjoosten
  2. 2. Defining blended for your campus
  3. 3. Blended course definition:A faculty perspective Blended courses –• Integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and• Replace a portion (institutionally defined) of face-to-face time by online activity (2005 Sloan-C Workshop on Blended Learning)
  4. 4. Blended course definition:An Institutional Definition blended 1 blended 2 blended 3 21 - 50% 51 - 80% 81 - 99% Online with Online with Online with commensurate commensurate commensurate reduction reduction reduction in seat time in seat time in seat time Web-enhanced blended Online 0 - 20% 21 - 99% 100%
  5. 5. UWM‟s Institutional Definition
  6. 6. Blended course definitions: A Pedagogical Model
  7. 7. UW-MilwaukeeFaculty Development Program: Purpose | Format | Outcomes
  8. 8. 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
  9. 9. 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
  10. 10. Schematic of Faculty Development Program Out-of-class Out-of-class Out-of-class assignment assignment activity and and and discussion discussion discussion (learning (assessment (syllabus) Friday module) plan) Friday 1st Wednesday Sunday Wednesday 2nd face-to- face-to- face face session session
  11. 11. Program activities Presentation, demonstration, small- group activities, facilitator feedback, peer feedback, online discussion, consultation Emphasis on faculty “active learning” ● Discussing ● Questioning ● Developing
  12. 12. Six Main Program Outcomes1. Start of a redesigned course ● Course redesign plan ● Course syllabus ● Learning modules2. New teaching skills and knowledge ● Building a learning community ● Assessment of student learning
  13. 13. Six Main Program Outcomes3. Re-examine both face-to-face and online component4. Faculty know what to expect ● Student expectations ● Technology issues ● Teaching challenges5. Faculty get their questions answered6. Faculty make an early start on course development
  14. 14. Program evaluation Progressive & summative ● Classroom assessment techniques ● “Reality check” survey ● Anonymous survey at end of program Ongoing ● Queries from instructors ● Follow-up interactions ● Formal debriefings ● Certificate Program for Online and Blended
  15. 15. Course Redesign Course Content • Ten questions • Decision rubric for • Online vs. F2F - Integration content choices • Designing learning modules • Learning objects Course Evaluation Online Learning Community• Progressive/summative Transitioning to• Before, during, and after • Synchronous/asynchronous blended • Establishing voice• Self evaluation• Peer evaluation Teaching • Discussion forums• Student evaluation • Small groups Course Management Assessment Plan Helping Your • Staying organized Students • Rubrics • Managing workload • CATs • Avoiding course and a half • Managing expectations • Templates • Time management • Traditional formats • Technology support
  16. 16. Eight lessons we‟ve learned1. Incentives & time for participation2. Participants with prior experience using technology3. Blended format for faculty development program4. Involve experienced blended teachers as facilitators5. Plenty of time for participant interaction (face-to- face)6. Provide regular, fast, and positive feedback7. Focus on pedagogy (redesign conversations) more than technology (support solutions)8. Open door policy: Provide continuous support and maintain contact
  17. 17. Redesigning your course using the 10questionsTanya JoostenLearning Technology CenterDepartment of CommunicationUniversity of Wisconsin-Milwaukee
  18. 18. Course details Original course design ● Organizational Communication, COMMUN310 ● Original Design: Night classes, 3 hours app. Course Transformation ● Goal: To more effectively use valuable f2f time ● Means: Focus on task requirements and medium selection ● Experience teaching fully online and fully f2f ● New Design: Reduced class time, 45% online, 55% F2F
  19. 19. What goes online? Content Delivery ● Acquire basic content (lecture and reading) ● Assess understanding of basic content (discussion forums, rubrics, and quizzes)
  20. 20. Content delivery What is the task? What type of delivery is “best”? What technology is available to me? What skills do I have?
  21. 21. Lecture formats
  22. 22. Sample text lecture
  23. 23. Sample audio lecture
  24. 24. What lecture format did you prefer? Why? I preferred the standard ppt w/ notes because that was the easiest for me to access from my home computer and was the easiest to print out. I chose ppt form as dont need to be online all the time. And I can study the slides whenever i want to. It also has the option of outlines, which helps in studying.
  25. 25. I can go at my own pace and re-read things I needto, otherwise skim things I dont need certain depthon.so you had to listen to the powerpoints andsometimes people just didn‟t have the time, butcould read them thoroughly and reference thembetter…we are online classes because we don‟thave the time or access to sit through a lecture on acomputer. But we could all work reading a reallygood powerpoint through into our schedules.
  26. 26. Audio introductions
  27. 27. What (else) goes online? Content Delivery ● Acquire basic content (lecture and reading) ● Assess understanding of basic content (discussion forums, rubrics, and quizzes)
  28. 28. Sample discussion forum
  29. 29. Sample quiz
  30. 30. What goes face-to-face? Decreases students‟ equivocality and uncertainty Allow for instant feedback for understanding Provide opportunity for higher order learning Presentations of group work done outside of class
  31. 31. What goes online? Building Learning Community ● Online discussion questions ● Group experiential learning activities (virtual labs)
  32. 32. What goes online? Summative Assessment ● Assess achievement of learning objectives for course (midterm and final exams)
  33. 33. Sample Module Wednesday SundayWeek 1 F2F Class -Individual project task -Agenda posted due -Reading/lecture available onlineWeek 2 Online Class -Discussion responses -Discussion due post dueWeek 3 -Complete Weekly Quiz prior to -Group project task due class F2F Class -Targeted discussion from quiz results and discussion forum
  34. 34. Recap: What goes online? f2f? Content Delivery Decreases students‟ ● Acquire basic content equivocality and ● Assess understanding uncertainty of basic content Allow for instant feedback Building Learning for understanding Community ● Online discussions and Provide opportunity for group activities higher order learning Presentations of group Summative Assessment work done outside of class ● Assess achievement of learning objectives
  35. 35. Keys to a successful transformation TIP 1: Avoid course and a half TIP 2: Promote online learning community Tip 3: Plan for integration. Tip 4: Don‟t feel that you have to follow the traditional f2f scheduling format. Tip 5: Assess both mediums, online and f2f. Tip 6: Manage student expectations
  36. 36. 10 questions discussion
  37. 37. Activity: What Goes Online? F2F?
  38. 38. Designing a learning module usingbackwards designLearning Technology CenterUniversity of Wisconsin-Milwaukee
  39. 39. Backward Design Introduced by Wiggins and McTighe in Understanding by Design (2005) Instructors begin with learning goals and outcomes rather than activities Effective in online and blended courses because students need more structure
  40. 40. Key Questions in Backward Design What do you want your students to do (not just know)? What evidence will you accept that they have accomplished that? What learning activities will produce this evidence or documentation?
  41. 41. What‟s in a Learning Module? A chunk of content A learning activity A mode of assessing student work
  42. 42. Module 2 Learning Objectives By the end of this module, students should be able to: ● Describe the qualities of four different academic research models ● Develop an effective research proposal for a ten-page academic research paper
  43. 43. Module 2 Content for ENG 102 Davis and Shadle‟s “‟Building a Mystery‟: Writing and the Academic Act of Seeking” Lecture outlining strategies for developing an effective research question
  44. 44. Module 2 Activities for ENG 102 Quiz over readings to demonstrate mastery of terms and ideas In-class and online discussions to examine research models and proposal-writing strategies Reflective journal entry focusing on “topics” Formal essay that proposes and justifies a research question
  45. 45. Module 2 Assessment for ENG 102 Automated, quantitative feedback on quizzes Holistic, overall feedback and quantifiable rubric assessment on discussions Individual, end-comment feedback on reflective journal entries Individual, end-comment feedback on research proposal
  46. 46. Activity: Respond to Next Steps issuesRespond to one of the five questions in a group at yourtable. In responding to your question, consider the elementsof the question that you find intriguing, problematic orsurprising?Post your responses to the questions at the following wikispace: http://blend12nextquestions.wikispaces.com/
  47. 47. Next Steps: Five issues to address in“perfecting” the blend “Course and a half” syndrome Re-examining course goals and objectives Building presence, enhancing connectivity, and building community Community Building Managing your time and staying organized
  48. 48. Question 1: “Course and a half” syndromeNow that you delivered your first blendedcourse and have experienced course and ahalf, what strategies can one use to streamlinethe course and help manage instructorworkload to avoid course and a half?
  49. 49. Next Steps: “Course and a half” syndrome Focus on learning objectives and outcomes Take advantage of LMS reporting features Seek help or feedback from colleagues Cut approximately 20% of your course Join or create a community of instructors Keep teaching logs for reflective practice Use progressive and summative evaluation
  50. 50. Question 2: Re-examining course goals andobjectivesHow can one identify and build upon the successfulelements of learning objectives in the blended model?Specifically, was the learning environment (face-to-faceor online) appropriate for the assigned activity andachievement of each learning objective?Did it provide the evidence or documentation that thelearning objective was met?
  51. 51. Next Steps: Re-examining Goals & Objectives F2F, online & integrated learning modules/exercises What should students be able to do Assessment Discipline-specific language, more active verbs: ● compile, create, plan, articulate, revise, apply, design, analyze, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, judge, distinguish, compare/contrast, critique… Usually NOT „think critically‟, „know‟, „understand‟… A good test: If it could apply to any learning module/exercise, it might be an essential learning outcome (i.e., revise the objective!)
  52. 52. Question 3: Building presence, enhancingconnectivity, and building communitySometimes we can lose the connection and our abilityas instructors to build presence in the mediatedenvironment. Instructors need to develop skills andstrategies to meet these needs in the blended format.What are some ways one can successfully enhancesocial presence and connectedness with students?
  53. 53. Next Steps: Presence, Connectivity, & Community Social presence ● Connection ● Community of learners Online relationships ● Challenges ● Community creation Preparation ● Trust ● Responses ● Socially intimate communication
  54. 54. Question 4: Community BuildingMany times when we introduce a mediatedenvironment, we find out course design needed moreopportunity for collaborative learning for students toengage students and assist them in building peernetworks.Where can your course lends itself in assisting studentsin building community with other students? theinstructor? and, the public?
  55. 55. Next Steps: Community Building Don‟t forget the basics Unlike a F2F course, instructor must encourage and manage community building Comfort with the technology and delivery model increases community building Collaborative learning opportunities increases online community Active learning strategies increases online community Bridge course work with extra-curricular Build-in synchronous opportunities for peer interaction and group work
  56. 56. Question 5: Managing your time and stayingorganizedMany students enroll in blended courses because of the flexibilityassociated with time shifting. At the same time, they may overbook theirschedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in- and out-of-class time effectively? What effective instructional strategies can one employ to help students stay on track? Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?
  57. 57. Next Steps: Managing your time and stayingorganized Course Scheduling: Manage time carefully Explain and inform Keep good records Manage student expectations
  58. 58. Course evaluationLearning Technology CenterUniversity of Wisconsin-Milwaukee
  59. 59. Why is evaluation particularly importantfor blended and online courses? The experimental mood: blended and online courses are different than face-to-face Ideally, “experiment” ensures that we come as novices to the blended or online course structure Pedagogical experiment argues that we demonstrate academic rigor in the online environment Progressive evaluation permits making changes throughout course – before, during and after the course is offered
  60. 60. What tools can be used to evaluate ablended or online course? Evaluation checklist Evaluation can involve yourself, colleagues, or students
  61. 61. What do we want to evaluate? Learner Support Course Organization and Design Instructional Design and Delivery Integration of Face-to-Face and Online Activities (blended only) Student Assessment Student Feedback
  62. 62. Learner support Not a significant issue in traditional face- to-face courses Student self-assessment: is s/he likely to succeed as an online or blended learner? Acquiring the technical skills and requisites Knowing what to do when troubles arise
  63. 63. Course organization and design A basic syllabus affords a contract between instructor and students The use of modules to organize course activity is more pronounced in online and blended courses The course Web site is a visual representation of the learning goals and activities
  64. 64. Instructional design and delivery A relationship between learning objectives and learning activities A progression towards critical thinking Ongoing efforts to develop an online learning community of peers
  65. 65. Integration of face-to-face andonline work (blended only) If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online. Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome Each form of learning must affect -- extend, elaborate, intensify – the other
  66. 66. Student assessment The online environment lends itself to frequent, low-stakes assessment with ample feedback Traditional forms of assessment offer little information about the learning taking (or not taking) place Rubrics help both instructor and student apply abstract knowledge to disciplinary practice
  67. 67. Student feedback Like student assessment: frequent, low- stakes, and information-rich The simple “reality check” is an extremely valuable tool The students find their voices within the course The community of learners benefits from a give and take between instructor and students
  68. 68. Ensuring quality on campusBlended faculty development programCertificate in blended teachingLazirko awardUsers groupProgram council

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