Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses

CCCS’s Success at Moving CTE Courses to Blended Courses

July 9, 2014

Presented by Brenda Perea

Instructional Design Project Manager

Provide more opportunity for students to complete a certificate or degree

Industry demands

The TAACCCT1 grant required all COETC consortium members courses touched by the grant to be in online or hybrid format

EIC130 National Electrical

Code I

EIC225 Programmable

Controllers

ELT106 Fundamentals of

DC/AC

ELT112 Advanced DC/AC

ENY121 Solar Photovoltaic

Components

PRO120 Process Tech 1-

Equipment 1

PRO130 Instrumentation I

PRO131 Instrumentation II

PRO240 Industrial

Troubleshooting

Hydraulics I

Hydraulics II

Industrial Motors and

Control

Introduction and

Intermediate PLC's

MSHA Supplemental-

Mine Safety and Health

Admin

Mechanical Components

Welding

ENY101 Introduction to Energy

Technologies

GIS101 Introduction to Global

Information Systems

MAN102 Business Ethics

NRE214 Environmental Issues &

Ethics

PET101 Petroleum Fundamentals

PRO120 Process Technology I:

Equipment

PRO130 Petroleum

Fundamentals: Instrumentation

PRO250 Oil and Gas Production I

PSY150 Environmental

Psychology

EIC 101 Job Training and

Safety

EIC 175 Job and Climbing

Safety

ELT 106 Fundamentals of

DC/AC

ELT 107 Industrial

Electronics

IMA 160 Basic Fluid

Power

WTG 100 Introduction to

Wind Industry

WTG 110 Power & Control

Systems

WTG 210 Wind Turbine

Airfoils & Composites

Only 15 out of 122 course had been converted to hybrid format

Due date for all 122 courses to be in hybrid format Dec 2013

We didn’t know what needed to be done before full scale adoption

Asking faculty to commit to a different teaching style

At first, provided no training or resources to provide pedagogy or help for converting courses

There was NO detailed plan to convert a F2F course to hybrid.

Analyzed Certificates and coursesIdentified courses in currently in hybrid status

Selected:

Courses in certificates with high enrollment

F2F courses which could be “flipped”, delivered online, used simulations, and where authentic assessment was needed for certifications

Courses that could be shared between colleges to maximize use of faculty time and reduce duplication of effort.

Created a course development plan with benchmarks and deadlines

1. Faculty Out Reach

2. Course Mapping

3. “Chunking” the content

4. Used competition between colleges as an incentive

5. Publicized the success of grant hybrid courses in “what’s new in hybrid” email blasts

6. Published courses to OER

7. And used public “shaming” within the consortium

*When building the content:

*Create “snack-sized”

appetizers of Content

delivery

*Content

*Challenges and Activities

*Assessments

*Feedback

*Stack the appetizers into

full sized modules

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1. An instructional designer worked onsite and through teleconferences with faculty to convert F2F courses to hybrid

2. Returned to steps 2, 3, 4, 5, 6 and 7 of Plan A

Technology and Time

Quality Assessment-Reluctance to “buy-in” that a hybrid course is as good or better than F2F

Long standing belief that CTE courses are different because of Competency Based testing and industry certification

Evolving Online/Hybrid Pedagogy

Differing LMS’s

Competency-based courses which only used industry

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Detailed Plan

Use of Instructional Designers

Detailed course mapping first to see when and where hybrid design would fit

Central website for easy access to all hybrid courses, www.cccscoetc.weebly.com

Allocating enough time revise F2F content for hybrid delivery

Instructional designers

A specific “hybrid only” message”

Recognition of impact across college departments and across the system

Increased enrollment in certificate courses

Videos:

YouTube, Vimeo or the Internet Archive

Audio/Podcasts:

Soundcloud or the Internet Archive

Presentations:

Slideshare, EverySlide

OPEN Content:

Google Drive

Digital Public Library of America PhET P2PU OpenStax

DOL OER or OPEN information

http://open4us.org/faq/

http://open4us.org/resources/cc-by-license-implementation-

deep-dive-resources/

License Chooser tool

OPEN Courses:

Merlot, Connexions,

MIT OpenCourseWare,

Open Yale Courses,

Harvard Open Learning Initiative,

Open Culture, Coursera, OpenCourseWare

Consortium, MOOC List, edX, OpenCourse Library,

Hybrid Course info:

CCCS InfoGraphic

CCCS How to manual

► Open Educational Resources and Practices

► The Adoption of OER by One Community College Math Department

► OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM

http://www.iskme.org/category/tags/oer-research

► http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/

► http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research

► http://www.irrodl.org/index.php/irrodl/article/view/1523/2652

► http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html

This Workforce Solution presentation created by Brenda M. Perea of the Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of this license may be available at www.cccs.edu.

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