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Veronica Diaz, PhDMaricopa Community Colleges
Patricia McGee, PhDUniversity of Texas, San Antonio
EDUCAUSE Southwest Regional Conference, Houston, TX February 20-22, 2008
Introductions
Today’s seminar
1. Overview of blended learning
2. Design and development process
3. Implementation
4. Faculty development and blended learning
5. Resources
6. Wiki: http://tinyurl.com/29t4xv
Hands-on and very applied
What is blended learning? Blended learning courses
combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.
Classroom attendance (“seat time”) is reduced.
Blended format definitionsProportion of
Content Delivered
Online
Type of Course
Typical Description
0% Traditional Course with no online technology used — content is delivered in writing or orally.
1 to 29% Web Facilitated Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example.
30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings.
80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.Sloan-C, 2007
The Sloan Consortium
National data reports
The National Center for Academic Transformation
Institutional support
1. Accommodate more students without adding resources.
2. Free up faculty members to offer other courses and programs of study that are in demand.
3. Increase student retention and meet goals for student achievement.
4. Decrease time to graduation by adding additional seats in bottleneck courses.
5. Improve consistency and quality across multiple sections.
6. Use state and student tuition dollars more efficiently.
Institutional opportunities
1. Greater visualization, individualization, and hands-on learning
2. Self-determined blended learning
3. Increased connectedness, community, and collaboration
4. Increased authenticity and on-demand learning
5. Linking work and learning
6. Changed calendaring
7. Blended learning course designations
8. Changed instructor roles
9. The emergence of blended learning specialists
10. Mobile blended learning and emerging technologies
Source: Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Student engagement and learning Discussions started in
class may be continued online
Integration of out-of- and in-class activities allows more effective use of traditional class time
Students who rarely take part in class discussions are more likely to participate online
Increased connectedness with students
Communicate online and face-to-face
Potential to increase and extend instructor-student and student-student connectivity
Blended learning and the net generation learner A safe way to explore online
learning Attractive alternative to F2F
instruction A good match for the Net
Gen’s visual, exploratory, participative learning preferences
Improved student engagement and achievement
Supporting the faculty
Release time: 1-2 semesters
Role models and examples
Learning technologies
Disciplinary communities of practice
Technology has added a layer of “policing”
New learning environment is rich in and out of classroom
Intellectual property issues
Source: 10 Blended Questions to Consider, UWM
Activity 1
Review your course case
Discuss how you would address each of the potential redesign components
What the faculty might think Looking for specific
answers See online work is
an add-on Assume classroom
is for lecture, online for discussion and activities, and finals for assessment
Believe they must cover the same amount of material
Others??
Temptation to make only incremental changes
Temptation to create a course and a half
Temptation to revamp just the out-of-class components
Temptation to ignore opportunities for greater depth
Redesign work
Defining the blend Rethinking how to use
class time Rethinking how to
facilitate online interaction Learning more about
technology Need to budget time, and
start redesign Experiencing being a
student is extremely valuable
Blended learning process
NCAT Successful Course Redesign Principles
1.Redesign the whole course.
2.Encourage active learning.
3.Provide students with individualized assistance.
4.Build in ongoing assessment and prompt (automated) feedback.
5.Ensure sufficient time on task and monitor student progress.
Redesign overview
1. Break the course down into discrete, specific learning objectives
2. Ask: which objectives are best met online?
3. Ask: which objectives are best met F2F?
4. Strategies: how will you integrate the online portion with the F2F portion?
5. Strategies: how will you make students accountable for the online portion?
Redesign tools
Mapping your course I and II Organizing the course
Objectives Modules Schedule Lessons Readings Topics
http://faculty.coehd.utsa.edu/pmcgee/distance/calendar.htm
Pedagogical frameworks
Inquiry Deduction Induction Conflict Problem-based
Modules (example)
Discussion
What other course organization strategies might be useful in approaching redesign
6 Innovative Practices
1. Creating "Small" Within "Large"
2. Undergraduate Learning Assistants (ULAs)
3. Freshmen Don’t Do Optional
4. Modularization5. New Instructional
Roles6. Avoiding
“Either/Or” Choices
Blended redesign examples Samples Activity 2
English Composition
General Psychology
Computer Programming
Elementary Statistics
Introductory Spanish
Others
Review 1 blended redesign sample from binder (p37-53)
Post 2 strategies you gained
from looking at the samples: http://tinyurl.com/29t4xv Redesign process Use of technology Integration of blend and F2F Active learning
15 minutes
Implementation best practices Ongoing institutional
commitment to the redesign
Initial and ongoing faculty consensus
Support instructors, and other support staff
Technological infrastructure
Quality assurance: peer review
Faculty disciplinary communities of practice
Blended learning costs
Faculty Redesign time Release time during
pilot semester Orienting and
development Course redesign
Media specialists Instructional designers Instructional
technologists
Infrastructure costs Labs Wireless Software IT Helpdesk Resources online
Student Readiness Advising Orientation
Communication
Internal marketing External marketing Defining the blend Differentiating from
other eLearning options
Student readiness assessment strategies
Formal Informal
eLearning website
Screening surveys Pre and post enrollment
with feedback
Debunking incorrect impressions
FAQs Examples Pros/Cons Testimonials
Assessing readiness for
Skills (reading) Learning styles Work and study habits Technical requirements
(hardware, software, connectivity)
Need and immediacy for course Feedback preferences Ability to self-help (when things
are difficult) Attitude toward the nature of
learning online
Readiness Means…
1. Determining who is ready
2. Ready now = start course
3. Not ready now = 1. Getting ready via tutorials,
etc. or
2. Redirecting to other delivery modes
UCF Learning Online
Activity 3
What kinds of things are most challenging in blended learning implementation?
Discuss at least 2 blended learning wicked problems that may arise at your institution
Post solutions to wiki: http://tinyurl.com/29t4xv
Faculty development options Mandatory vs
required Application to teach Release time Reassigned time Mentors
Course development One at a time Best of breed
Central training Department
training 2 step process Experiential Overview Summer institute
Possible components
What is blended learning Learning objectives Modules Course redesign
strategies Classroom assessment
and techniques Rubrics Learning technology Online discussion Building community
Student readiness Student success Student crisis
points Student teams and
other collaborations Academic integrity
online Copyright issues
Activity 4
What’s missing from the list How would you deliver
blended learning faculty development Format Timing Duration Compensation
Post your answers to the wiki: http://tinyurl.com/29t4xv
Patricia A. McGee, PhD
Veronica M. Diaz, PhD
Copyright Veronica Diaz & Patricia McGee, 2008. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the authors.
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