hybrid learning: instructional and institutional implementation veronica diaz, phd september 28,...
TRANSCRIPT
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Hybrid Learning: Instructional and Institutional ImplementationVeronica Diaz, PhDSeptember 28, 20091:00 – 2:30 pm ET
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Today we’ll cover
They hybrid course model: the optimal design
Institutional implementation planning: best practices and considerations
Assembling a successful faculty hybrid course (re)design program
Resources http://ablendedmaricopa.pbwiki.com/
Questions
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Poll
Which of these most closely describes your motivation for exploring/adopting a blended learning model?http://answers.polldaddy.com/poll/108143/
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The Hybrid Learning Instructional Delivery Model
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What is hybrid or blended instruction?
So many definitions, so little time…
Hybrid
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The Sloan-C Definition
What is the Sloan Consortium’s definition?
“hybrid 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.
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Technology-Mediated Course Definitions
Content Delivered
Online
Type of Course
Typical Description
0% Traditional Course with no online technology used — content is delivered in writing or verbally.
1 to 29% Web Facilitated Course that 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 course materials.
30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial portion of the content is delivered online, typically involves online interaction, and typically has some face-to-face meetings.
80+% Online A course where most or all of the content is delivered online. Typically has no face-to-face meetings.
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More on definitions…
Breakdown is not as important as establishing a defined and consistent model
Hybrid instruction as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F
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Polls
Select the hybrid course face-to-face/online ratio most considered or used at your institution
http://answers.polldaddy.com/poll/1290591/
Assuming your institution is considering the implementation of a hybrid learning model, select 2 items you hope the model will address
http://answers.polldaddy.com/poll/291651/
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Hybrid Learning Data
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Consumer Experience and Preference
Consumer Experience and Preference
Sloan-C and Eduventures, 2006
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Sloan-C and Eduventures, 2006
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University of Central Florida Student Data
75-80% of students who enroll in fully online courses are also enrolled in face-to-face courses
Roughly half of students who take fully online courses work full-time
Learning style doesn't appear to be a predictor of who withdraws from Web courses
Those who choose fully online courses are not necessarily independent learners, but students who succeed in all modalities
80-90% of students who enroll in Web-enhanced courses have computers at home
Most reported withdrawal reasons Technology issues Underestimation of the
amount of work required for course completion
Personal conflicts
Source: http://pegasus.cc.ucf.edu/~rite/index.html
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University of Central Florida Faculty Data
A web-enhanced course requires more time
More interaction of higher quality occurs in Web-enhanced courses
High rate of faculty satisfaction
Faculty challenges Dealing with technical
problems Having students attuned to
their responsibilities Lack of student engagement
Positive aspects of Web teaching Structure and time
convenience Increased student
outreach and contact Personal satisfaction Availability of expanded
research tools Improved course
management Ability to learn new
technologies
Source: http://pegasus.cc.ucf.edu/~rite/index.html
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University of Central Florida Faculty Data
87% of UCF faculty surveyed indicated they have changed their approach to teaching as a result of their online teaching experience Responding more to student
needs Changing their course
development and delivery Incorporating technology into
teaching Modifying their time
management Utilizing an increased amount
of resources in their courses
Advice for faculty considering teaching a Web-enhanced course Preparation was crucial
to success Stressed the
importance of faculty getting support and knowing technology
Be prepared to spend more time on their Web-enhanced courses
Source: http://pegasus.cc.ucf.edu/~rite/index.html
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Faculty report that students…
Wrote better papers
Performed better on exams
Produced higher quality projects
Able to master and apply concepts
Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data
Were capable of more meaningful discussions on course material
Course management systems have increased their pedagogic efficiency because of their ability to organize the course
All discussion threads, course documents, announcements, and grades are easy to find and reference
It's easier to document online group work and participation for purposes of assessment
Source: http://pegasus.cc.ucf.edu/~rite/index.html
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Data Take-Aways
Technology ownership
Motivation for enrolling
Success indicators/predictors
Robust student support
Sound information internally and externally
Faculty workload and satisfaction issues
Explore secondary teaching and learning benefits
Peer mentoring of faculty members
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Questions?
Click icon to add picture
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Addressing Institutional Needs and Challenges
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Motivation…
A safe way to explore online learning
A way to meet Net Gen student expectations and infuse technology
Increases in work and costs at the beginning, but produce savings and improved student engagement and achievement
Variable/flexible online time and technology use
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NCAT Findings on Institutional Benefits
Whole-course redesign
Active learning
Computer-based learning resources
Mastery learning
On-demand help
Alternative staffingSource: Increasing Success for Underserved Students Redesigning Introductory Courses, 2005.
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Success is highly correlated with
1. Institution’s ability to support the hybrid instructional model and
2. A high quality, well-implemented (and supported) faculty development program
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Institutional Readiness for Hybrid Delivery
Good fit with the character and mission of the institution
Good fit with learner characteristics of the institution
Clear articulated mission and strategic plan
Demonstrated level of faculty interest
Robust campus infrastructure Ubiquitous, universal
access to computing Redundant, reliable
network services Well-equipped campus
labs Coordinated technical
sales and support
Source: UCF's Support for Teaching and Learning Online
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Institutional Readiness for Hybrid Delivery
Distance or distributed learning leadership Articulated vision and
shared vision from top administration
Campus-wide coordination
Internal and external partnerships
Buy-in by academic leadership
Planned growth
Commitment to faculty support Incentives and rewards Systematic faculty
development Research design and
analysis support Tenure and promotion
reconsideration
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Institutional Readiness for Hybrid Delivery
Commitment to course and program support Design for scale Quality standards
development Multimedia production
support Research and development Copyright support
Commitment to assessment Ensuring quality of
programs
Commitment to learner support 7 x 24 help desk
support Communication and
marketing Flexible tutoring and
advising Orientation Adequate software Web-based campus
services
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Emerging Technologies and the Net Gen Student
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Mapping Emerging
Technologies to 21st Century Skills
Active engagement
Knowledge creation
Independent learning
Reflection
Innovation
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Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
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Student Engagement
Increased communication: online and face-to-face
Potential to increase and extend instructor-student and student-student connectivity
Discussions started in class may be continued online
Integration of out-of- and in-class activities allows more effective use of traditional class time
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Implementing Hybrid Instruction: Best Practices
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Marketing
Internal marketing
External marketing
Defining the blend
Differentiating from other eLearning options
http://learn.ucf.edu/1courses/1types.html
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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)
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Student readiness assessment and support strategies
Formal
eLearning website
Readiness surveys Pre and post
enrollment with feedback
Debunking incorrect impressions
Informal
FAQs
Examples
Pros/Cons
Testimonials
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Students are most successful when they have the following characteristics:
Informed self selection
Responsibility for their own learning
An access plan for taking the course
Know how they learn (metacognition)
Have necessary technical skills
Know how to build a support system
Respond favorably to technological uncertainties
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Supporting Hybrid Instructional Costs
Faculty Redesign time Release time during
pilot semester Orienting and
development
Course redesign Media specialists Instructional designers Instructional
technologists
Infrastructure Labs Wireless Software IT Helpdesk Resources online
Student Readiness Advising Orientation
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Questions?
Click icon to add picture
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Faculty Development and the Hybrid Instructional Model
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Institutionalizing faculty development provides significant benefits:
Creates experiential learning for faculty participants
Enables cross-discipline sharing of teaching techniques
Builds learning communities among faculty
Creates lifelong learners among faculty
Creates discussion of the teaching and learning process
Allows peer evaluation of successes and failures
Exposes faculty to tools and instructional best practices
Models a combination of delivery techniques
Uses cooperative and collaborative learning techniques
Provides greater flexibility for busy faculty
Transforms all teaching for more active learning delivery
Source: UCF's Support for Teaching and Learning Online
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New skills: Rethinking course design
To develop a successful hybrid instructors must Re-examine course goals and
objectives, Design online learning activities to
meet these goals and objectives, Effectively integrate the online
activities with the face-to face meetings, and
Make transition from lectures and presentations to a more student-centered active learning environment
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New skills: Rethinking course design
Facilitating online discussions and small group activities
Developing new forms of student assessment
Scheduling and communication challenges as courses meet online and face-to-face
Work overload for faculty and students Students need to understand their
active role in the learning environment
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Redesign Work
Defining the blend (as an institution and as an instructor)
Rethinking how to use class time
Rethinking how to facilitate online interaction
Learning more about technology
Budgeting time and starting redesign
Experiencing being a hybrid student is extremely valuable
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Redesign Process Overview
New course or existing course (online or face-to-face)
Break the course down into discrete, specific learning objectives
Ask: which objectives are best met online?
Ask: which objectives are best met face-to-face?
Strategies: how will you integrate the online portion with the face-to-face portion?
Strategies: what is the relationship between the face-to-face and the online component (reinforce, new, application)?
Strategies: how will you make students accountable for the online portion?
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Hybrid Redesign 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.
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Redesign Tools
Mapping the course
Organizing the course Objectives Modules Schedule Lessons Readings Topics
Use as many samples of hybrid courses as possible (syllabi, course sites)
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Mod
ule
s (exam
ple
)
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Integrating Technology
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Technology and the challenges and choices?
Access What technologies increase access?
Accountability What technologies can document student progress?
Assessment What strategies can capture successful applications?
Retention What technologies make life easier, better, more satisfying?
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Course technology: Enriching Instruction and Fostering Learner Interactivity
The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
The tools and media enhance student interactivity and guide the student to become a more active learner.
Technologies required for this course are either provided or easily downloadable.
The tools and media are compatible with existing standards of delivery modes.
Instructions on how to access resources at a distance are sufficient and easy to understand.
Course technologies take advantage of existing economies and efficiencies of delivery.
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The Hybrid and Technology
Skills of the learner
Instructor expertise required
Both what faculty and learner will be expected to do with technology
Pedagogical objectives of the technology
Don’t OD on IT
Quality assurance
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Emerging Technologies
Asynchronous
Discussions
Forums
Blogs
Wikis
File sharing
Voice boards
Web 2.0 Applications
Synchronous
Chat
Virtual classroom
Real time meetings
Voice chats
Web conferencing
Instant messaging
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Web 2.0 Resources
Web 2.0 Tool guides
http://elearningtools.wetpaint.com/?t=anon
http://web20-toolkit.wetpaint.com/
http://c4lpt.co.uk/Directory/
Emerging Technologies and Practices
http://www.educause.edu//EmergingPracticesandLearningTechnologies/5673
http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAbout/7495
http://www.nmc.org/horizon
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The Student Experience
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Student crisis points
Pre-semester
Learners may be eager, nervous, or ambivalent.
Access to course management systems and helpdesk or other resources.
Instructors may be eager, nervous, or anxious.
Instructors may be teaching in a new course delivery mode for the first time and be planning some spontaneous course design or revision in lieu of advance planning.
First Day
Instructors may spend significantly more time overcoming technological housekeeping and start-up work than anticipated.
Learners may feel overwhelmed or confused by the technology requirements or expectations of the course, of which they were unaware at the time they enrolled.
Learners may be unaware of the time demands of an online course.
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Student crisis points
First Week
Learners may be adding and dropping courses.
Instructors get to know the learners and respond to first activities/assignments.
Instructors become aware of who is not accessing course materials, but may be unable to reach those learners.
Designers and staff members attend to problems as reported.
First Five Weeks
Learners may require and ask for extra support as they become used to online assignments, feedback, and communication.
Instructors may be overwhelmed with student communication, are gradually adjusting to flow of online courses, and beginning to anticipate what will work and what needs work in course design. May request or implement course revisions mid-stream.
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Student crisis points
Second Five Weeks
Instructors may have added or compressed coursework to compensate for earlier delays in the course.
Learners may be overwhelmed, withdrawn from course activities, missing assignments.
Instructors may begin to fatigue of online ‘presence.’
End of Semester
Learners turn in final work, request final information and feedback from instructor.
Instructor grades final work, calculates final grade, and notes changes for course design.
Designers and staff members review collected data, meet with instructor to determine areas in need of improvement.
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Faculty Development Options
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Program Options
Mandatory vs. required
Application to teach hybrid courses
Release time
Reassigned time
Faculty mentors
Course development model One at a time Best of breed
Central training
Departmental training
2-step process (design and teach)
Experiential
Overview
Summer institute
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Possible Program Components
What is hybrid learning
Faculty readiness
Learning objectives
Module development
Course redesign strategies
Assessment techniques
Rubrics
Learning technologies
Student readiness
Student success
Student crisis points
Student teams and other collaborations
Academic integrity online
Copyright issues
Building community
Online discussions
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Potential pitfalls
Fundamental change in teaching and learning
Not just about the “delivery”
Time to redesign
Over-reliance on technology
“Course and a half” syndrome
Training and support
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Copyright Considerations
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Copyright and Hybrid Instruction
A “fair use” is copying any protected material (texts, sounds, images, etc.) for a limited and “transformative” purpose, like criticizing, commenting, parodying, news reporting, teaching the copyrighted work.
Stanford Fair Use Overview
4 factors considered in fair use cases: purpose and character
of your use; nature of the
copyrighted work; amount and
substantiality of the portion taken; and
effect of the use upon the potential market.
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About Creative Commons
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Finding Safe Content
Find Creative Commons work: http://search.creativecommons.org/
Google : http://www.google.com/advanced_search limiting your search according to “Usage Rights” will restrict results to CC-licensed materials only
Yahoo! : http://search.yahoo.com/search/options illustrates how you can limit your search results to Creative Commons-licensed works
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Quality Assurance
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Quality Matters & Alignment
5 of the 8 general standards must align: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support ADA Compliance
http://www.qualitymatters.org
Alignment of Key
Components
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Course Peer Review Process
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Essential Standards that Relate to Alignment
A statement introduces the student to the course and the structure of the student learning
Navigational instructions make the organization of the course easy to understand.
Learning activities foster interaction: instructor-student content-student student-student (if appropriate)
Clear standards are set for instructor response and availability
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Other Essential Standards
Assessment strategies should provide feedback to the student
Grading policy should be transparent and easy for the student to understand
Implemented tools & media should support learning objectives and integrate with texts and lesson assignments
The course acknowledges the importance of ADA compliance
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Other uses of a quality assurance process
Internal review processes Guidelines for online course
development Checklist for improvement of
existing online courses Faculty development/training
programs Institutional distance
learning policies An element in professional
and other accreditation processes
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Quality assurance resources
CSU Chico, Rubric for Online Instruction: http://www.csuchico.edu/celt/roi/index.shtml
Illinois Online Network http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp
University of Southern Mississippi Learning Enhancement Center http://www.usm.edu/lec/docs/LEC_Online_course_rev2.pdf
Houston Community College http://online-course-design.pbworks.com/f/Online_Course_Rubric08.pdf
Craven Community College http://www.cravencc.edu/CCCDERubric20082009_1.rtf
Note: May need to cut and paste some links into browser.
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Questions?
Click icon to add picture
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Contact Information
Veronica M. Diaz, [email protected]
Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. 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 author.