blended learning initiative
TRANSCRIPT
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Blended Learning Initiative California College San Diego
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We are moving towards a more TRUE blended model of INSTRUCTION
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WHAT DOES THIS MEAN?
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THERE WILL BE SOME SIGNIFICANT CHANGES
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COURSES WILL BE MEETING 2 DAYS A WEEK 5 HOURS OF INSTRUCTION
ON-GROUND, 5 HOURS OF INSTRUCTION ONLINE
MONDAY TUESDAY WEDNESDAY THURSDAY
6PM-8:30PM 6PM-8:30PM 6PM-8:30PM 6PM-8:30PM
MONDAY TUESDAY WEDNESDAY THURSDAY
11:00AM - 1:30PM 11:00AM - 1:30PM 11:00AM - 1:30PM 11:00AM - 1:30PM
8:30AM - 11:00AM 8:30AM - 11:00AM 8:30AM - 11:00AM 8:30AM - 11:00AM
These times are projected, they are not set in stone.
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YOU MUST LOGIN
4TIMESA WEEK
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STANDARDIZATIONENSURES CURRICULUM CONSISTENCY IN COURSE AND LEARNING OBJECTIVES, AND COMPETENCY MEASUREMENTS TO BE IN COMPLIANCE WITH PROGRAM AND ACCREDITATION-RELATED OUTCOMES
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EMPOWERMENTUSE ACADEMIC FREEDOM TO FOCUS ON TEACHING TO INDIVIDUAL STUDENT NEEDS, COURSE LEARNING OBJECTIVES THROUGH INSTRUCTOR PRESENCE IN COURSE.
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• Government Standard- Courses claiming to be Blended or Hybrid must have data demonstrating online instruction component
• 50/50 Data must show that 50% of the course is taught in a face-to-face setting and 50% is completed online. This is not homework but instruction.
• Internal Audits vs External Audits- Data reinforces a blended environment and avoids outside sanctions.
THERE WILL BE AUDITS
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WHAT WILL BE AUDITED?INSTRUCTOR INFOANNOUNCEMENTSDISCUSSION PARTICIPATIONGRADINGFACE-TO-FACE CLASS TIME
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INSTRUCTOR INFOPICTURECONTACT INFO
INSTRUCTOR BIOTEACHING PHILOSOPHY, EDUCATION, CAREER, PERSONAL INFO- PROFESSIONAL, BUT PERSONABLE
GOOGLE VOICE, SCHOOL EMAIL, CLASS TIMES, OFFICE HOURS
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ANNOUNCEMENTSWELCOME ANNOUNCEMENTS WEEKLY CLASS REMINDERS APPROPRIATE RESOURCES RECORDING OF CLASS
3 A WEEK
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• Participation: Instructor first to post EVERY week; contributes regularly, posting numerous times 4-5 days. Instructor has at least 2 post of 250 words; 1-2 sources in APA
• Quality Post: Post add value and/or clarity to the discussion by introducing articles, videos, or pictures. Address learning objectives; contribute to the understanding of the material and redirect where needed. Asks questions to promote critical thinking
• Management and Professionalism: Positive tone, professional language, and maintains civility. Respect for students and knowledge of the topic evident.
DISCUSSIONS
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• Overview: Feedback is personalized. All items addressed in a timely fashion. Specific details on strengths and areas of improvement.
• Rubrics: Clear set of standards and expectations to students. Points warned and lost are described.
• Feedback: All graded content of course includes feedback. Even “No submission” includes comments.
• Quality: Substantive feedback. Encourages effort, specific examples of excellence and areas of improvement. Address learning objectives. Additional resources support content and real-world connections.
GRADING FEEDBACK
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QUESTIONS?