sloan2011 nglc

ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects

The NGLC & Online Learning:A Report on Selected ProjectsThe NGLC & Online Learning:A Report on Selected Projects

Alexandra M. Pickett, and William Pelz The SUNY SLN "Catch-up and Complete" Enhanced Blended Learning

Initiative

Thomas B. Cavanagh Expanding Blended Learning Through Tools and Campus Programs: A

UCF/AASCU Project

Steve Ritter The Mathematics Fluency Data Collaborative

Peter Shea – University at Albany, SUNY, Moderator


Next Generation Learning

Challenges

Next Generation Learning

Challenges…is a collaborative, multi-year initiative created to address the barriers to education innovation and tap the potential of technology to dramatically improve college readiness completion in the United States.

http://nextgenlearning.org/the-program


NGLC PartnersNGLC Partners•EDUCAUSE•League for Innovation in the Community College•International Association of k-12 Online Learning (iNACOL)•Council of Chief State School Officers (CCSSO)

Funding is being provided by the Bill and Melinda Gates Foundation & The William and Flora

Hewlett Foundation.


Wave I ChallengesWave I Challenges•Open Core Courseware•Blended Learning•Deeper Learning•Learner Analytics

http://nextgenlearning.org/the-grants/wave-1-challenges


Learn moreLearn more

http://nextgenlearning.org/

@NextGenLC#nglc


The SUNY SLN "Catch-up and Complete" Enhanced

Blended Learning Initiative

The SUNY SLN "Catch-up and Complete" Enhanced

Blended Learning Initiative

The SUNY Learning Network

http://nextgenlearning.org/the-grants/wave-I-winners#34


The ResearchThe ResearchInitial plan: Experimental Design with random assignment to treatmentgroups

Mean’s and her colleagues (2009) reported that learners in blendedconditions outperformed students in classrooms and online

Support for self-regulation onlin also found to be effective – these findings shaped the “treatment” in SLN Catch Up and Complete

Students in blended learning conditions with other supports would be Experimental group

Students in classrooms would be control group


• Very few students would consent to participate.• They didn’t want to be “assigned” to anything –

they wanted to choose.• Makes sense…• So, we changed the design to remove random

assignment.

The ResearchThe Research


• Many researchers complain about lack of experimental research in this area.

• Now we know why its so uncommon.• Blended learning is about choice – experimental

research undermines the “treatment”.• Not a compatible research design.

The ResearchThe Research


Herkimer County Community College

Herkimer County Community College


HCCC Students…HCCC Students…•5% single parent•46% work full or part time•60% female•65% plan to transfer•59% take at least 1 online course•30 yrs. - Average age of online only students•19 yrs. - Average age of campus only students


HCCC Internet Academy…HCCC Internet Academy…

•…has offered totally online 2-year Associate Degree programs since 1999.•…currently offers eighteen 2-year degree programs totally online.•…offers three 1-year certificates totally online.

–Medical Coding is a 1-year certificate that is only available online.

•75% of HCCC’s full-time faculty teach 1 or more online courses.


Blended Programs & CoursesBlended Programs & Courses•HCCC offers a total of forty 2-year Associate Degree programs. All of them can be completed at least partially online- so they can all be considered “blended programs”.

•However, HCCC has not been aggressive in offering blended courses. The NGLC grant has provided us the opportunity to blend every course required for the Business Admin- AAS degree program.


NGLC Grant Benefits to HCCCNGLC Grant Benefits to HCCC•Professional Development:

–12 seasoned online instructors are developing 16 new blended courses

•2-day workshop with Tanya Joosten•1-day workshop with Alejandra Pickett

•New Student Service Resources–Starfish–SmartThinking–SUNY SLN Commons / Social Network–Open Course Library / other digital resources


Benefits continued…Benefits continued…•Blended Program: Business Administration AAS

–All required courses and Developmental Math.–Of great benefit to working students, students living off campus, and students who do not benefit from totally online courses.

•Collaboration with other institutions: –SUNY Albany–SUNY Learning Network–Finger Lakes Community College

•A research project on campus adds to a collegiate atmosphere

–Faculty and student awareness.–Contribution to the knowledge collective.


Learn moreLearn more

http://wiki.sln.suny.edu/x/IQN4http://wiki.sln.suny.edu/x/PgOP

@[email protected]

[email protected]@HERKIMER.EDU


Expanding Blended Learning Through Tools and Campus Programs

Expanding Blended Learning Through Tools and Campus Programs

A UCF/AASCU Project



Project OverviewProject Overview•Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems.

•Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income).


Blended Learning at UCFBlended Learning at UCF

Blended Learning 2009-2010 Academic

Year

Totals since 2002

Sections 681 5,031

Registrations 24,241 160,860

Student Credit Hours (SCH)

70,438 476,823


Course Evaluation RatingsCourse Evaluation Ratings

Course Modality % Overall “Excellent”

Blended 51.2%

Fully Online 48.3%

Face to Face 48.2%

Lecture Capture (with classroom) 43.4%

Lecture Capture (no classroom) 41.6%

N = 672,185


Student Success Rates by Modality

Student Success Rates by Modality

Pe

rce

nt

Spring 09 Summer 09 Fall 09 Spring 10 Summer 10

F2F (n=618,899)

Blended (n=39,021)

Fully Online (n=109,421)


Scale UCF Model of Blended Learning

Scale UCF Model of Blended Learning

•Across 20 AASCU institutions & 11 states


PartnersPartnersIndividual Institutions State Coordinating

InstitutionsState Participating Institutions

Columbus State University Missouri Harris-Stowe State University

Fayetteville State University

Southeast Missouri State University

Lincoln University of Missouri

Grambling State University Missouri Southern State University

Northwestern State University (LA) Missouri State University

Indiana University Kokomo University of Missouri-St. Louis

Texas A&M University-Corpus Christi

Alabama University of North Alabama

The College at Brockport, State University of New York

Troy University University of South Alabama

Thomas Edison State College Minnesota St. Cloud State University

University of Maine at Fort Kent Winona State University


Project OverviewProject Overview

• An open educational resource (OER)

Blended Learning Toolkit containing:–Best practices, strategies, models, and course design

principles.

–Two OER prototype courses in Composition and Algebra.

–Directions for applying the toolkit to create original blended courses.

–Train-the-trainer materials.

–Assessment and data collection protocols, including survey instruments and standards.


Project OverviewProject Overview

• Virtual and in-person workshops for participating institutions and others within the AASCU membership.

• Institutional support through existing AASCU meetings and conferences, which will align ongoing activities in technology and educational transformation with NGLC’s goals.


Project Overview (key measures)

Project Overview (key measures)

• 217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185).

• Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500).


Original Delivery Plan by Discipline

Original Delivery Plan by Discipline

Discipline Fall 2011 Winter/Spring 2012 Totals

Mathematics (Algebra) Sections 23 23 46Mathematics (Other) Sections 8 8 16English (Composition) Sections 48 38 86English (Other) Sections 8 15 23Miscellaneous Sections 25 21 46TOTALS 112 105 217


Management StructureManagement Structure


CompositionComposition• Coordinators: Elizabeth Wardle & Debbie Weaver

–English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process.

–“Flexible Template” model• Prix Fixe or A la carte

–6-week online course for participating faculty to understand the blended format applied to the WAW curriculum.

–Monthly webinars starting in Fall.


AlgebraAlgebra• Coordinator: Tammy Muhs

–College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations.

–“Flexible Template” will allow for individualized customization.

–One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum.

–Monthly webinars starting in Fall.


AssessmentAssessment•Coordinator: Patsy Moskal

• IRB consultation

•Assessment / Data Collection–Planned centralized online form

• Student perception • Student success• Course retention/withdrawal


Blended Learning ToolkitBlended Learning Toolkit

Now available: www.blendedlearningtoolkit.org


Follow Along…Follow Along…

@tbcavanagh

@Blendkit

@BlendKit2011

www.blendedlearningtoolkit.org


Mathematics Fluency Data Collaborative

Mathematics Fluency Data Collaborative

Carnegie Learning

Steve Ritter



MFDC PartnersMFDC Partners• Implementation

– Carnegie Learning– Derek Lomas (Playpower)

• Design– Jan Plass (NYU Games for Learning Institute)– Tiffany Barnes (UNCCGame2Learn)

• Testing and analysis– John Stamper (CMU Pittsburgh Science of Learning

Center)– Mary Monroe-Ellis (Pellissippi State Community

College)– Margaret McLaughlin (Carlow College)– SBCTC– Boise State


Procedural FluencyProcedural Fluency

• How do you know?

Which is greater: 14

117

or

Which is greater: 3

8

7

12or

Which is greater: 3

4

8

9or


ResearchResearch• Siegler (1999): good, no-so-good, perfectionists

– Strategy selection (common numerator, complement, benchmark)

– Perfectionists need time pressure– Number sense

• Need to prevent shallow learning

Which is greater: 14

117

or

If numerator is 1, smaller denominator is bigger

If numerator is 1, smaller denominator is bigger


Race gameRace game


Race game: Snowboard skinRace game: Snowboard skin


Results from Week 1Results from Week 1

Number correct Percent correct


Measuring LearningMeasuring LearningImprovement within game is not enough

•Transfer– To different game, same concepts– To cognitive tutor (problem solving)– To external measures (tests)

•Retention

•Accelerated Future Learning

•Desire for Future Learning


Join usJoin uswww.fluencychallenges.org

mathseries.carnegielearning.com

[email protected]


QuestionsQuestions•Peter SheaAssociate Professor, School of Education & the College of Computing & Information at the University at Albany & SLN Senior Researcher

•Alexandra M. Pickett - Associate Director, SUNY Learning Network

•William Pelz - Professor of Psychology at Herkimer County Community College

•Thomas Cavanagh Assistant Vice President of Distributed Learning at the University of Central Florida

•Steve Ritter - Founder and Chief Scientist, Carnegie Learning