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The Impact of Faculty Development on Blended Learning


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The Impact of Faculty Development on Blended Learning

  1. 1. The Impact of Faculty Development on Blended Learning <ul><li>The Instructional Development Team </li></ul><ul><ul><li>Magali Carrera, Team Leader </li></ul></ul><ul><ul><li>Tracey Russo, Instructional Designer </li></ul></ul><ul><ul><li>Damon Gatenby, Technical Support Specialist </li></ul></ul><ul><ul><li>Jen Riley, Faculty Trainer </li></ul></ul>
  2. 2. Who we are? <ul><li>UMass Dartmouth CITS/Instructional Development team </li></ul><ul><ul><li>Background </li></ul></ul><ul><ul><li>What we do </li></ul></ul><ul><ul><li>Online Teaching and Learning Strategies Training Course </li></ul></ul>
  3. 3. Agenda <ul><li>UMass System Sloan Consortium Grant </li></ul><ul><li>Blended Learning Training Course </li></ul><ul><li>Integrating Instructional/Emerging Technologies </li></ul><ul><li>Faculty Survey Results </li></ul><ul><li>Lessons Learned </li></ul><ul><li>On-going Plans </li></ul>
  4. 4. Sloan Consortium Grant <ul><li>UMass campuses develop plan to expand access to programs by taking a “local strategy” approach to developing, delivering, and marketing online, blended programs, and services. </li></ul><ul><li>UMass system awarded $650,000 Sloan Consortium grant in January 2007. </li></ul>
  5. 5. Sloan Consortium Grant <ul><li>Transform B.A. in Liberal Arts degree to meet the needs of regional population </li></ul><ul><li>Provide alternative course calendaring and scheduling </li></ul><ul><li>Create highly interactive blended courses </li></ul><ul><li>Utilize available technologies to enhance the learning environment </li></ul><ul><li>Provide faculty development support </li></ul>
  6. 6. Blended Learning Training <ul><li>Developed 2-week online blended learning training course using blended practices (i.e. face to face meetings; synchronous online meetings via Live Classroom, asynchronous discussions; team projects; resource building) </li></ul><ul><li>Developed and facilitated by faculty for faculty </li></ul>
  7. 7. Blended Learning Training <ul><li>Participants actively engage with each other to reconsider classroom practices via the discussion boards and small group discussions. </li></ul><ul><li>Participants engage with blended learning technologies (Live Classroom, audio integration, wikis, etc). </li></ul><ul><li>Determine the “right mix” --how face-to-face assignments blend with online assignments to create effective learning experiences. </li></ul>
  8. 8. Faculty Commitment <ul><li>Faculty invited to participate </li></ul><ul><ul><li>receive $4000 stipend </li></ul></ul><ul><li>Participate in the 2 week online blended learning workshop via our campus learning management system (LMS) </li></ul><ul><li>Complete LMS 2-week training course (if not done so already) </li></ul><ul><li>Complete at least 2 technology workshops (i.e. using audio files; using additional Vista tools; etc.) </li></ul>
  9. 9. Faculty Commitment <ul><li>Learn to use Wimba Live Classroom, the campus synchronous collaboration tool </li></ul><ul><li>Integrate new technologies into their course </li></ul><ul><li>Allow peer assessment of the blended course </li></ul><ul><li>Participate in IRB approved surveys and distribute student surveys in course </li></ul><ul><li>Provide future workshop on experience </li></ul><ul><li>Offer their course at least one more time within four semesters of the first offering </li></ul>
  10. 10. Blended Learning Training <ul><li>Training Course Objectives </li></ul><ul><ul><li>define blended/hybrid learning; </li></ul></ul><ul><ul><li>become familiar with current literature on blended/hybrid learning; </li></ul></ul><ul><ul><li>become familiar with instructional technologies that can be used to enhance the student learning experience; </li></ul></ul><ul><ul><li>form a community of practice; </li></ul></ul><ul><ul><li>develop a web-link library of resources; and, </li></ul></ul><ul><ul><li>create an action plan for developing one's blended course, identifying appropriate instructional technologies. </li></ul></ul>
  11. 11. Training Overview Introductions and Defining Blended Learning Developing Your Ideas About Blended Learning Sharing Our Work Submit Survey
  12. 12. Training Start <ul><li>Our training begins with a short survey: </li></ul><ul><ul><li>1. Which of the following do you feel most accurately defines the term “blended learning”? </li></ul></ul><ul><ul><ul><ul><li>A mix of face to face classroom instruction and online instruction </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Instruction using multiple forms of media </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A shift from lecture to student centered instruction in which students become active and interactive learners </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Reduced seat time in the face to face classroom </li></ul></ul></ul></ul><ul><ul><ul><ul><li>An online course site with course materials and activities that supplement the face to face classroom instruction </li></ul></ul></ul></ul><ul><ul><li>2. What do you think are the benefits and challenges of blended learning? </li></ul></ul>
  13. 13. Introductions and Defining Blended Learning <ul><li>Welcome/overview </li></ul><ul><li>Course expectations </li></ul><ul><li>Technical requirements </li></ul><ul><li>Why blend? </li></ul><ul><li>Introductions-via asynchronous discussion </li></ul><ul><ul><li>How do you define blended learning now? </li></ul></ul>
  14. 14. Introductions and Defining Blended Learning cont. <ul><li>Review the current literature </li></ul><ul><li>Models and scenarios </li></ul><ul><li>Types of Blends </li></ul><ul><li>2 nd asynchronous discussion addresses the following: </li></ul><ul><ul><li>Has your original definition of blended learning changed? Why or why not? </li></ul></ul><ul><ul><li>What ideas about going blended and (re)designing your class do you have at this point based on what we've read? </li></ul></ul>
  15. 15. Developing Your Blended Ideas <ul><li>Finding the Mix </li></ul><ul><ul><li>Start with your objectives </li></ul></ul><ul><ul><li>Know your learner </li></ul></ul><ul><ul><li>Make your course interactive </li></ul></ul><ul><ul><li>Deciding when to be live versus when to be online </li></ul></ul><ul><ul><li>Learner choice vs. self-regulation </li></ul></ul><ul><ul><li>Bells and whistles versus simple designs </li></ul></ul><ul><ul><li>Knowing if the blend works </li></ul></ul>
  16. 16. Developing Your Blended Ideas <ul><li>Pick a learning objective and decide how to achieve that objective in your blended course. </li></ul><ul><ul><li>Consider the following questions: </li></ul></ul><ul><ul><li>What assignment(s) will you blend to achieve that learning objective? </li></ul></ul><ul><ul><li>Will the assignment(s) take place face-to-face or online? </li></ul></ul><ul><ul><li>What instructional technologies will you use to develop and present the assignments? </li></ul></ul><ul><ul><li>What are the benefits of your approach? </li></ul></ul><ul><ul><li>What are the drawbacks of your approach? </li></ul></ul>
  17. 17. Sharing Our Work
  18. 18. Sharing Our Work <ul><li>Participant Action Plan </li></ul><ul><li>1. What objective(s) will be redesigned for the online environment? </li></ul><ul><li>2. What media or technology do you plan on integrating to achieve your goals? </li></ul><ul><li>3. What additional training, workshops, or technology assistance do you anticipate? </li></ul><ul><li>4. What are your next steps? </li></ul>
  19. 19. Using Instructional Technologies <ul><li>Synchronous Virtual </li></ul><ul><ul><li>Chat/IM </li></ul></ul><ul><ul><li>Virtual Classrooms </li></ul></ul><ul><li>Asynchronous Virtual </li></ul><ul><ul><li>Threaded Discussions (Voice or Text) </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs/Journals </li></ul></ul><ul><li>Self-Paced Asynchronous </li></ul><ul><ul><li>Podcasts </li></ul></ul><ul><ul><li>Self-tests </li></ul></ul><ul><ul><li>Tutorials/Simulations </li></ul></ul>
  20. 20. Faculty Survey Results <ul><li>When asked.... </li></ul><ul><ul><li>I would teach a blended course or fully online course again. </li></ul></ul><ul><ul><ul><li>All stated, “yes” </li></ul></ul></ul><ul><ul><li>I would encourage other faculty to teach a fully online or blended class. </li></ul></ul><ul><ul><ul><li>Strongly agree-100% </li></ul></ul></ul>
  21. 21. Faculty Survey Results cont. <ul><ul><li>The blended faculty believes that the blended course format allows them to teach more effectively. </li></ul></ul><ul><ul><ul><li>To a moderate extent 50% </li></ul></ul></ul><ul><ul><ul><li>To a great extent 25% </li></ul></ul></ul><ul><ul><li>Technical support and help was available when I needed it. </li></ul></ul><ul><ul><ul><li>All faculty “strongly agreed” </li></ul></ul></ul>
  22. 22. Lessons Learned <ul><li>Training </li></ul><ul><ul><li>Discussions were considered very effective </li></ul></ul><ul><ul><li>Exchange of resources and ideas </li></ul></ul><ul><ul><li>Chance to use technologies, Live Classroom </li></ul></ul><ul><ul><li>Group work was least valuable </li></ul></ul><ul><ul><li>Pace too fast </li></ul></ul><ul><li>Other considerations </li></ul><ul><ul><li>Students need better notification about what a blended learning environment is and how a course will unfold during a semester </li></ul></ul><ul><ul><li>Faculty time on task was increased </li></ul></ul><ul><ul><li>Technical issues for students </li></ul></ul>
  23. 23. On-going Plans <ul><li>Further development of learning objects </li></ul><ul><li>Evaluate </li></ul><ul><ul><li>Collaborative tools (clickers, wikis, blogs) </li></ul></ul><ul><ul><li>Lecture capture software </li></ul></ul>
  24. 24. Questions/Comments?