hybrid learning webinar sept 28 2009

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Hybrid Learning: Instructional and Institutional Implementation

Academic Impressions 1

Hybrid Learning: Instructional and Institutional Instructional and Institutional ImplementationVeronica Diaz, PhDSeptember 28, 20091:00 – 2:30 pm ET

Today we’ll cover

Hybrid course model: the optimal design

Institutional implementation planning: best practices and considerations

Assembling a successful faculty hybrid course (re)design programprogram

Resources http://ablendedmaricopa.pbwiki.com/

Questions



Poll

Which of these most closely describes your motivation for e ploring/adopting a exploring/adopting a blended learning model?http://answers.polldaddy.com/poll/108143/

The Hybrid Learning The Hybrid Learning Instructional Delivery Model



What is hybrid or blended instruction?

So many definitions, so little time…

Face-to-Face Fully OnlineHybrid

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.



Technology-Mediated Course DefinitionsContent 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.y ( ) p g p

30 to 79% Blended/Hybrid Course that blends online and face‐to‐face delivery. Substantialportion 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.

More on definitions…

Breakdown is not as important as establishing a defined and consistent model

Hybrid instruction as an Hybrid instruction as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F



Polls

Select the hybrid course face-to-face/online ratio most considered or used at your institution

Assuming your institution is considering the implementation of a hybrid learning model, select 2

http://answers.polldaddy.com/poll/1290591/

,items you hope the model will address

http://answers.polldaddy.com/poll/291651/

Hybrid Learning Data



Consumer Experience and PreferencePreference

Sloan-C and Eduventures, 2006

Sloan-C and Eduventures, 2006



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

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 pfrom Web courses

Those who choose fully online courses are not necessarily independent learners, but students who succeed in all modalities

of work required for course completion

Personal conflicts

Source: http://pegasus.cc.ucf.edu/~rite/index.html

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

Positive aspects of Web teaching Structure and time

convenience Increased student outreach

and contact Personal satisfaction Availability of expanded

research tools Faculty challenges Dealing with technical

problems Having students attuned to

their responsibilities Lack of student

engagement

Improved course management

Ability to learn new technologies




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

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 Incorporating technology

into teaching Modifying their time

management Utilizing an increased

amount of resources in their courses

time on their Web-enhanced courses


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

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 referencecritical thinking, problem solving,

and the ability to apply theoretical models to real-world data

Were capable of more meaningful discussions on course material

It's easier to document online group work and participation for purposes of assessment




Data Take-Aways

Technology ownership

Motivation for enrolling

Success indicators/predictors

R b t t d t t

Faculty workload and satisfaction issues

Explore secondary teaching and learning benefits

Robust student support

Sound information internally and externally

Peer mentoring of faculty members

Questions?



Addressing Institutional Needs Addressing Institutional Needs and Challenges

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



NCAT Findings on Institutional Benefits

Whole-course redesign

Active learning

Computer-based learning resources

Mastery learning

On-demand help

Alternative staffing

Source: Increasing Success for Underserved Students Redesigning Introductory Courses, 2005.

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



Institutional Readiness for Hybrid Delivery

Good fit with the character and mission of the institution

Good fit with learner characteristics of the institution

Robust campus infrastructure Ubiquitous, universal

access to computing Redundant, reliable

network services ll i d

Clear articulated mission and strategic plan

Demonstrated level of faculty interest

Well-equipped campus labs

Coordinated technical sales and support

Source: UCF's Support for Teaching and Learning Online


Distance or distributed learning leadership Articulated vision and

shared vision from top administration

Campus-wide coordination

Commitment to faculty support Incentives and rewards Systematic faculty

development Research design and

analysis support Internal and external

partnerships Buy-in by academic

leadership Planned growth

y pp Tenure and promotion

reconsideration




Commitment to course and program support Design for scale Quality standards

development Multimedia production

support Research and

Commitment to learner support 7 x 24 help desk support Communication and

marketing Flexible tutoring and

advising Orientation

development Copyright support

Commitment to assessment Ensuring quality of

programs

Adequate software Web-based campus

services

Emerging Technologies and the Emerging Technologies and the Net Gen Student



Active engagementActive engagement

Knowledge Knowledge creation creation

Independent learning Independent learning Independent learning Independent learning

Reflection Reflection

Innovation Innovation

Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy



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 Discussions started in class may be continued online

Integration of out-of- and in-class activities allows more effective use of traditional class time

Implementing Hybrid Instruction: Implementing Hybrid Instruction: Best Practices



Marketing

Internal marketing

External marketing

Defining the blend

Differentiating from other eLearning options

http://learn.ucf.edu/1courses/1types.html

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)



Student readiness assessment and support strategies

Formal

eLearning website

Readiness surveys Pre and post enrollment

with feedback

Informal

FAQs

Examples

Pros/Cons

Debunking incorrect impressions

Testimonials

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

Have necessary technical skills

Know how to build a support system

Respond favorably to

Know how they learn (metacognition)

technological uncertainties



Supporting Hybrid Instructional Costs

Faculty Redesign time Release time during

pilot semester Orienting and

development

Infrastructure Labs Wireless Software IT Helpdesk Resources online

Course redesign Media specialists Instructional designers Instructional

technologists

Student Readiness Advising Orientation

Questions?



Faculty Development and Faculty Development and the Hybrid Instructional Model

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

Allows peer evaluation of successes and failures

Exposes faculty to tools and instructional best practices

Models a combination of delivery techniques

Uses cooperative and g gfaculty

Creates discussion of the teaching and learning process

pcollaborative 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



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 k t iti f l t d Make transition from lectures and

presentations to a more student-centered active learning environment

New skills: Rethinking course designcourse design

Facilitating online discussions and small group activities

Developing new forms of student assessment

Scheduling and communication challenges as courses meet online and 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



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 technologyg gy

Budgeting time and starting redesign

Experiencing being a hybrid student is extremely valuable

Redesign Process Overview

New course or existing course (online or face-to-face)

Break the course down into discrete, specific learning objectives

i j i

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

t ( i f Ask: which objectives are best met online?

Ask: which objectives are best met face-to-face?

component (reinforce, new, application)?

Strategies: how will you make students accountable for the online portion?



Hybrid Redesign Process NCAT Successful Course 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 Tools

Mapping the course

Organizing the course Objectives Modules Schedule Lessons Lessons Readings Topics

Use as many samples of hybrid courses as possible (syllabi, course sites)



Readings Writing

Mo

Student Team

ProjectResearch

odules (exam

Case/PBL Assessment

mple)



Integrating Technology

Technology and the challenges and choices?

Access What technologies increase access?

Accountability What technologies can document student progress?

Assessment What strategies can capture successfulAssessment What strategies can capture successful applications?

Retention What technologies make life easier, better, more satisfying?



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 i t ti it d id th

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.

interactivity and guide the student to become a more active learner.

Technologies required for this course are either provided or easily downloadable.

Course technologies take advantage of existing economies and efficiencies of delivery.

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



Emerging Technologies

Asynchronous Discussions

Forums

Blogs

Wikis

Synchronous

Chat

Virtual classroom

Real time meetings Wikis

File sharing

Voice boards

Web 2.0 Applications

Voice chats

Web conferencing

Instant messaging

Web 2.0 Resources

Web 2.0 Tool guides

http://elearningtools.wetpaint.com/?t=anon

http://web20-toolkit.wetpaint.com/

Emerging Technologies and Practices

http://www.educause.edu//EmergingPracticesandLearningTechnologies/5673

http://c4lpt.co.uk/Directory/

http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAbout/7495

http://www.nmc.org/horizon



The Student Experience

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

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 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.

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.




First Week Learners may be adding and

dropping courses.

Instructors get to know the learners and respond to first activities/assignments.

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,

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.

,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.


Second Five Weeks

Instructors may have added or compressed coursework to compensate for earlier delays in the course.

Learners may be

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 Learners may be

overwhelmed, withdrawn from course activities, missing assignments.

Instructors may begin to fatigue of online ‘presence.’

gdesign.

Designers and staff members review collected data, meet with instructor to determine areas in need of improvement.



Faculty Development Options

Program Options

Mandatory vs. required

Application to teach hybrid courses

Release time

Reassigned time

Central training

Departmental training

2-step process (design and teach)

Experiential

Faculty mentors

Course development model One at a time Best of breed

Overview

Summer institute



Possible Program Components

What is hybrid learning

Faculty readiness

Learning objectives

Module development

Course redesign strategies

Student readiness

Student success


Student teams and other collaborations

d i i i li Assessment techniques

Rubrics

Learning technologies

Academic integrity online

Copyright issues

Building community

Online discussions

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



Copyright Considerations

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,

4 factors considered in fair use cases: purpose and character

of your use; nature of the

copyrighted work; d news reporting, teaching

the copyrighted work.

Stanford Fair Use Overview

amount and substantiality of the portion taken; and

effect of the use upon the potential market.



About Creative Commons

Finding Safe Content

Find Creative Commons work: http://search.creativecommons.org/

Google : http://www.google.com/advanced_searchlimiting your search according to “Usage Rights” will restrict results to CC-licensed materials onlymaterials only

Yahoo! : http://search.yahoo.com/search/optionsillustrates how you can limit your search results to Creative Commons-licensed works



Quality Assurance

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



C Course Peer Review Process

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:g instructor-student content-student student-student (if appropriate)

Clear standards are set for instructor response and availability



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

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

programsprograms Institutional distance learning

policies An element in professional

and other accreditation processes



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 htt // d /l /d /LEC O li 2 dfhttp://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.

Questions?



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 t b h d f i l d ti l 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.

hybrid learning webinar sept 28 2009

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