Accessible Blended Learning
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This document provides an overview of developing a blended learning initiative at a university. It discusses defining blended learning for the campus, gaining administrative buy-in and support, training faculty, supporting students, evaluating the impact, and developing a financial model. The key aspects covered are defining what percentage of online content constitutes a blended course, providing faculty training and support through a blended development program, orienting students to blended learning expectations and resources, evaluating the initiative using various metrics like student and faculty satisfaction, and ensuring the financial model supports program development and implementation costs. The goal is to comprehensively plan how to introduce, support and assess a blended learning program at an institution.
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Accessible Blended Learning
- 1. Access and Opportunity: A Comprehensive Strategy for a Blended Learning Initiative Mary Niemiec and Tanya Joosten
- 2. Overview • Defining blended for your campus • Administrative Buy-In and Support • Faculty training and support • Student orientation and support • Evidence of Impact • Financial Model
- 4. • Mary Niemiec, University of Nebraska, mniemiec@nebraska.edu • Tanya Joosten, University of Wisconsin - Milwaukee, tjoosten@uwm.edu • All of you?
- 6. First Last University First Last University University of Nebraska- Empire State David Cassiday Omaha Cathy Leaker College FGV-Getulio Valencia Vargas Aida Diaz College Maria Alice Lemos Foundation College of Thomas Fuhr SUNY Potsdam Kerry Thomas Liberal Arts Regis Bermuda Jeffrey Getchell University Trescot Wilson College Heritage William Penn Cathy Hardison University Douglas Zehr University California Miami University of Kathleen Hutchinson University Joseph Zisk PA
- 7. Presentation • Can be found in digital form at: – http://tinyurl.com/aln2011 • Other resources can be found at: – http://aln2011.wikispaces.com
- 8. Defining blended for your campus
- 9. 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)
- 10. 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%
- 12. Blended course definitions: A Pedagogical Model
- 13. Activity: Blended definition • Why does your campus need to define blended? • Who needs to be involved in defining blended for your campus? • What is blended? How is it different from face- to-face? Online? others? • Where will the definition live?
- 14. Administrative Buy-In and Support
- 15. Areas of needed support Faculty stipends Course Program redesign development support
- 16. Faculty training and support
- 17. UW-Milwaukee Faculty Development Program: Purpose | Format | Outcomes
- 18. 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
- 19. 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
- 20. Schematic of Faculty Development Program Out-of-class Out-of-class Out-of-class assignment assignment activity and discussion and discussion and discussion (learning (assessment (syllabus) module) plan) Friday Friday 1st Wednesday Sunday Wednesday 2nd face-to-face face-to-face session session
- 21. Program activities • Presentation, demonstration, small-group activities, facilitator feedback, peer feedback, online discussion, consultation • Emphasis on faculty “active learning” – Discussing – Questioning – Developing
- 22. Six Main Program Outcomes 1. Start of a redesigned course – Course redesign plan – Course syllabus – Learning modules 2. New teaching skills and knowledge – Building a learning community – Assessment of student learning
- 23. Six Main Program Outcomes 3. Re-examine both face-to-face and online component 4. Faculty know what to expect – Student expectations – Technology issues – Teaching challenges 5. Faculty get their questions answered 6. Faculty make an early start on course development
- 24. 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
- 25. 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 Teaching • Establishing voice • Self evaluation • Peer evaluation • Discussion forums • Student evaluation • Small groups Course Management Assessment Plan Helping Your Students • Staying organized • Rubrics • Managing workload • CATs • Avoiding course and a half • Managing expectations • Templates • Time management • Traditional formats • Technology support
- 26. Eight lessons we’ve learned 1. Incentives & time for participation 2. Participants with prior experience using technology 3. Blended format for faculty development program 4. Involve experienced blended teachers as facilitators 5. Plenty of time for participant interaction (face-to-face) 6. Provide regular, fast, and positive feedback 7. Focus on pedagogy (redesign conversations) more than technology (support solutions) 8. Open door policy: Provide continuous support and maintain contact
- 27. Eight ongoing challenges 1. Identification of blended courses 2. Quality control of courses 3. Certification of participants 4. Workload issues 5. Cohorts and stragglers 6. Following up & measuring success 7. Working with math, computing, engineering, and the natural sciences 8. Scalability
- 28. Discussion In groups, please consider these questions: • Identify your role(s) [e.g., faculty trainer, IT support, campus administrator, faculty, etc.] • What resources or elements of campus culture do you think you can draw on to establish a faculty blended course redesign program? • What challenges do you think that you will face on your own campus when you consider implementing a faculty blended course redesign program? How might you address them? Note: Please refer to the “Next Steps” handout for more details.
- 29. Student orientation and support
- 30. Learner Support and Resources • Tips for being a successful student in a blended course • Quiz to self-assess readiness to be a student in a blended course • Contact information for technical support or Help Desk • Checklist or other method for common troubleshooting tips • Tutorial(s) or aids for how to use D2L tools • Netiquette guidelines • Contact information for the instructor • Link(s) to Bookstore(s) to order textbooks or other instructional materials • Checklist or other method for common troubleshooting tips • Minimum computer hardware and software requirements • Sources for any required plug-ins (and links) • Links to appropriate campus library resources and services (e.g., reference librarian, electronic reserve, and online library tutorials) • Access to other campus services, tutoring, enrollment and registration, adult and returning adults (synchronous support, JiTT)
- 33. Student Support • What units on campus will provide services to students in your blended and online programs? • How will you determine their readiness? • How will needed services for blended students be supported?
- 35. Sloan Pillars of Evaluation Access Learning Effectiveness Cost Effectiveness Student Satisfaction Teacher Satisfaction
- 36. Questions of Evaluation Why? • Illustrate the impact of blended learning on teaching and learning to a specific audience Who? • Provide multiple perspectives What? • Examine multiple variables
- 37. Questions of Evaluation How? • Gather individual perceptions (Likert survey, narratives) and/or institutional data (grade and retention data) When? • Anticipate a realistic timetable
- 38. Possible Methods • Who is your sample? • Who is going to analyze? • What methods will you use? – Quantitative (Likert surveys, institutional data) – Qualitative (open-ended surveys, focus groups/debriefing sessions, narratives, case studies) • How will you present the data? To who?
- 39. Examples of Instruments Surveys, Narratives, Focus Groups
- 40. Sample Likert Survey Items Strongly Disagree ---------------------------- Strongly Agree, N/A Engagement: The blended learning activities in required me to think critically. Learning: The blended format helped me think more deeply about course material. Performance: My experience in the blended environment helped me do better on my exams and other assignments. Satisfaction: I would take another course that is blended.
- 41. Sample Open-Ended Survey • What was one thing that you would change about your experience in a blended course? • What was one thing that you liked about your experience in a blended course? • How did the blended format impact your learning for this course?
- 42. Faculty Narrative Sample Please tell us about your experience transforming your course into the blended learning model this past semester from start to end. In telling us your story of implementation, please consider the following: • what persuaded you to use the blended format, • what steps you took to prepare for the start of the semester, • how you used the blended format to better meet your goals, and • how the blended format impacted your class.
- 43. Faculty Debriefing/Focus Group Blended Model Design • What's one thing you did try that worked really well? • What's one new thing that you are going to try to do next time? Challenges and Obstacles • What was the most significant obstacle or problem you encountered with the blended model? • What's the one thing that you wish you had known *before* you started teaching using the blended model? Faculty Development and Support • If you could ask your for more help or support in one particular area, what would you ask for?
- 44. UCF Distributed Learning Impact Evaluation Students Faculty Online programs Success Satisfaction Writing project model Retention Demographic Higher order profiles evaluation models Reactive behavior Strategies for patterns success Theater Student evaluation of Generational Information instruction comparisons fluency Large online classes
- 45. Activity: Planning Your Evaluation Why? What do you want to illustrate and to who? Otherwise, how will the results of the evaluation be shared and used? Who? What is the size of your implementation? What? What variables are you interested in understanding better? How? What existing data do you have available to you through your institutional research unit or others (e.g., teacher evaluations, grade performance, student characteristics, retention rates)? When? What timeline do you foresee for this evaluation?
- 46. Financial Model
Editor's Notes
- With any technological innovation, in particular blended learning, there are institution, program, and course level implications. Strategic planning is the key to having a successful implementation. There is no one template or formula that guarantees success. From the two different perspectives and approaches, the presenters will provide case studies detailing their implementation of blended learning, lessons learned and issues that should be addressed.
- 90 minutes (minus 15 minutes for break)App. 30 minutes per topic app…Each topic - Intro and examples/cases - 10 minutesBreak out – 15 minutesReport out – 5 minutes
- Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
- It is critical that institution leadership support the effort – at all levels. The effort must be part of the strategic agenda, adequate resources allocated or a revenue stream identified, messaging that consistently re-enforces the commitment. Without that support engaging the larger academic community will be challenging and once engaged, resources to follow-through with support may disappear in the absence of administrative commitment.
- Faculty training and support is pivotal to a successful implementation across campus. The organizational structure of the institution must include a systemic support for using technology to teach. The case studies will provide specific examples of an effective (and ‘room for improvement’) support system.
- Welcome to the second presentation in our train-the-trainer series. In this presentation we will examine the purpose, format, and outcomes of our faculty blended course redesign development program.
- Six main outcomes are highlighted as central to the faculty development program. First, faculty start with concrete development of both broad-perspective elements of their new course, such as a course redesign plan and a syllabus, and the development of more specific features of the course such as learning modules. This is especially appropriate in disciplines or areas where “learning modules” are not typically the unit of course redesign, thus requiring faculty to re-examine their conceptual basis for instruction from the bottom up. Second, faculty must acquire new teaching skills and knowledge appropriate to a blended learning frame, such as how to facilitate a peer learning community both face-to-face and online, and how to assess student learning in a manner that is quite distinct from the usual “three exams and a term paper” of a traditional face-to-face course. In the latter context, it is important to note that faculty are often committed to the use of summative assessments such as exams and term papers without ever having questioned previously their efficacy. The prospect of a blended course redesign thus holds out the possibility of a paradigm shift from modes of instruction that once seemed satisfactory to a model of teaching and learning that problematizes everything that has once been taken for granted. This is a source of considerable skepticism and anxiety for faculty who have been teaching for many years in a more traditional manner, often unreflectively.
- Student orientation and supportStudents use technology in their daily lives, but most have never used it to learn. Student preparedness, communication and support are essential. Evaluating student needs, campus capabilities and creating an strategy to bring both together is a key strategic consideration.
- Evidence of ImpactOngoing data collection and analysis keep our efforts on track. There should be support in evaluating the impact of blended learning, documenting this impact, and disseminating it at the course, program, and instructional levels. There is much potential for teachers using innovative technologies in their teaching for research and publication.
- Financial ModelThe development of a financial plan with a sustainable revenue source is critical for the effort to continue. Addressing this issue in the early stages of the effort allows for an incremental implementation to a sustainable, scalable model.