A three hour workshop for faculty introducing blended/hybrid course design.

1. Making the Blend: Shifting to a Hybrid Approach Patricia McGee November 12, JPL 3.02.34

2. An Overview √ Defining Blended √ The Learner √ Models and Design √ Quality does Matter √ Technology and Resources

3. Defining Blended

4. Workforce Blended/Hybrid Two or more forms of distinct methods of instruction, such as Classroom + online Online + mentor or coach Simulations with structured classes On-the-job training + informal learning Managerial coaching + eLearning (Maisie, 2002, p. 59)

5. Pew

6. Blended 1 21 - 50% Online with commensurate reduction in seat time Blended 3 81 - 99% Online with commensurate reduction in seat time Blended 2 51 - 80% Online with commensurate reduction in seat time Online 100% Web-enhanced 0 - 20% Blended 21 - 99% Institutional Variations

7. Trends in blended 50-70% + institutions offer blended Women participate and succeed in blended/online courses at a higher rate than do men Web 2.0 and mobile tech have higher level of integration that in ftf

9. What blended is NOT NOT traditional “distance education” courses Integrate face-to-face and online/outside of class components NOT simply traditional classes with a Web site Online or outside of class time replaces some classroom time NOT just transferring information to the Web Involves an extensive course redesign NOT all alike Many different formats and schedules are possible

10. Learners

12. Extended cognitive engagement

13. More effective use of traditional class time

14. Increased participation

15. Learn more

16. Write better, more meaningful discussions

17. Better mastery of concepts and application of learning

20. Consistently high satisfaction levels with courses UCF: A Case Study

22. Work to live

23. Clear & consistent expectations

24. Value contributing to the whole

25. Millennials (1981-1994)

26. Live in the moment

27. Expect immediacy of technology

29. Reduced logistic demands

30. Increased learning flexibility

31. Technology-enhanced learningReduced Opportunity Costs for Education

33. Technology problems

34. Reduced instructor assistance

35. Increased workloadIncreased Opportunity Costs for Education

36. What does this mean for us?

37. Models & Design Process

38. Starting with what we know Who are the students? What is the level of course? Is the focus theory or applied? Is the course a foundation or advanced?

40. Core Considerations

41. What is the % blend? University of Central Florida mix of study modes pure distance face-to-face between 90–10 and 10–90 (Brown, 2001) . Time per course (semester): 90-135 hours

43. Very generally, map out your F2F course from the syllabus and/or other course documents

44. Identify the current high level objectives in your course

45. ID what you do

46. ID what the learner does

47. Begin to think about selecting one chunk/module

50. Transform the teacher-student relationship to be more centered on student learning

52. Hyflex Principles Principle 1 – Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically). Principle 2 – Equivalency: Provide equivalent learning activities in all participation modes. Principle 3 – Reusability: Utilize artifacts from learning activities in each participation mode as learning resources (“learning objects”) for all students. Principle 4 – Accessibility: Equip students with technology skills and enable full access to instructional resources and activities in all participation modes. Brian Beatty, SFU

53. Matrix of Good Principles Marjorie Martyn

54. BabsonCollegeFastTrack MBA Partnership with IBM Organization: 50% face-to-face for 50% of time 30% online team collaboration 20% viewing content-rich DVD-based lectures and presentations Tools: Blackboard, Elluminate, blogs, wikis, Turnitin plagiarism deterrent, and Brownstone assessment tools Faculty participation is publicly rewarded

55. George Mason University - ClassroomPlus MBA Partnership with Northrop Grumman Cohort meet 4 times a year Organization: 50% face-to-face and online Tools: Webex, Blackbord

56. What works for you?

57. Quality does Matter

58. Online Quality Assurance What it is A quality assurance rubric option Step-by-step guide for development Checklist for developed courses Ensure alignment Student perspective What it covers Course Overview & Introduction Learning Objectives/Competencies Assessment & Measurement Resources & Materials Learner Interaction Course Technology Learner Support Accessibility

59. What’s missing? Learner support Student services Library Technology Accessibility ADA standards Alternatives Course overview/introduction Getting started Course purpose and components Online format introduction Etiquette Introductions Prerequisites Technology skills

60. Applying the Rubric Using the Online Course Review Rubric handout Identify one rubric area (i.e., technology, learning objectives, assessment) Go to wiki and Course Examples http://blendedcoursedesign.pbworks.com/ Review 1-2 courses to identify a best practice or strategy Share

61. Starting the design

62. The 10 Questions

63. Fundamental Decisions Shaw, P. P. (2007) Towards a conceptual framework for learning. In A. Picciano & C. Dziuban (Eds). Blended learning: Research perspectives. Sloan C. Shank. P. (ed.) (2007). The online learning Idea book: 95 proven ways to enhance technology-based and blended learning. John Wiley & Sons, Inc.

64. Intervals? Time needed to process new information Time needed to prepare processed information Time needed to respond (synchronous events) Recommendation: Provide time estimates for assignments and asynchronous activities.

65. Example Intervals Principle Time is needed to process new information Time is needed to prepare processed information Time is needed to respond (synchronous events) Application Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week) In chat, count to 10 before responding

66. Example: Blend

67. Example: “Assignment” Chunking BENCHMARK

68. Mapping your course Part 2 Consider what you might place outside of class Draft an idea of ftf, in class, and the blend

69. Learning Design Frameworks Case-based Scenario-based Role-play Simulation Debate Inquiry Performance Strategies Deep discussion Self-assessment Benchmarks Learning teams/circles Presentations/leading Field work

70. Varied Interaction DOING supports learning, particularly when learning outside of a classroom. Interaction decreases students' sense of isolation while participating in a course at a distance. Interaction can support divergent thinking but can hinder convergent thinking. Social presence is related to learning. Interaction supports social presence. (Swann, 2004)

71. Adding interaction Review Interaction handout From Part 2, draft ideas for interaction for one component

72. What happens when???

73. Technology Resources

74. Example: Inside a Bb course http://jolt.merlot.org/vol3no1/larson-daugherty.htm

75. http://jolt.merlot.org/vol3no1/larson-daugherty.htm

76. http://jolt.merlot.org/vol3no1/larson-daugherty.htm

77. Consider Digital “Pedagogies”

78. Applications Learning Teams Learning Circles Communities of Learning Networks Competitions/Contests

79. Based on work in session 2, consider what students are doing Examine tools and note those that might work http://elearningtools.wetpaint.com EXPLORE

80. Bloom’s & Technology

81. Next steps

82. What are … Your plans? Your ‘perfect world’ scenarios” Your goals?