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Veronica Diaz, PhD,[object Object],Associate Director,[object Object],EDUCAUSE Learning Initiative, EDUCAUSE,[object Object],:::,[object Object],League for Innovation,[object Object],Innovations Conference, San Diego, CA,[object Object],The blended learning research: What we now know about high quality faculty development and course design. ,[object Object]
Download Mehttp://www.slideshare.net/drvdiaz/blendlearnresearch,[object Object]
http://net.educause.edu/eli103,[object Object]
Research and Best Practice,[object Object],Faculty development ,[object Object],Course design ,[object Object],Faculty development and course design: 30,000 foot view ,[object Object]
A few questions…,[object Object],I teach in the blended mode ,[object Object],I have designed a blended course ,[object Object],I manage or lead blended course initiatives ,[object Object],I have developed a blended faculty development program ,[object Object],I am involved in blended course peer review ,[object Object],I oversee the design or redesign of blended courses ,[object Object],I conduct research on blended courses ,[object Object]
Supporting the Faculty in the blended mode,[object Object],Faculty Development,[object Object]
New Skills and Course Design,[object Object],Facilitating online discussions and small group activities,[object Object],Developing new forms of student assessment,[object Object],Scheduling and communication challenges as courses meet online and face-to-face,[object Object],Work overload for faculty and students,[object Object],New technologies ,[object Object],Students need to understand their active role in the learning environment,[object Object]
COMPETENCIES AND SKILLS REQUIRED FOR BLENDED TEACHING,[object Object],PI: Lawrence C. Ragan,[object Object],Co-PIs: Paula Bigatel, Janet May, Shannon Kennan,[object Object],Statistics Consultant: Brian Redmond,[object Object],Penn State University,[object Object]
Goal: Support the Development of Blended Instructors,[object Object],What are the skills and competencies necessary for blended teaching success?,[object Object],At what point in the instructor's career should these competencies be developed?,[object Object]
Phase I Process and Results,[object Object],Used survey to rate skills as “Not Very Important” to “Very Important”,[object Object],200+ individuals completed survey,[object Object],Half had “5+ years of online teaching experience”,[object Object],Interesting note: No significant difference between respondents according to years of teaching experience,[object Object],2:1 Females: male,[object Object],Cross discipline domains represented,[object Object]
Competency ,[object Object],Categories ,[object Object],Multimedia Technology ,[object Object],Administration/Leadership ,[object Object],Active Learning ,[object Object],Classroom Decorum ,[object Object],Policy Enforcement ,[object Object],Technological Competence ,[object Object],Responsiveness ,[object Object]
How would you rank these?,[object Object],Multimedia Technology ,[object Object],Administration/Leadership ,[object Object],Active Learning ,[object Object],Classroom Decorum ,[object Object],Policy Enforcement ,[object Object],Technological Competence ,[object Object],Responsiveness ,[object Object]
Competencies by Mean,[object Object],Active Learning ,[object Object],Administration/Leadership ,[object Object],Responsiveness ,[object Object],Multimedia Technology ,[object Object],Classroom Decorum ,[object Object],Technological Competence ,[object Object],Policy Enforcement ,[object Object]
Competency 1: Active Learning,[object Object],The instructor encourages students to interact with each other by assigning team tasks and projects, where appropriate. ,[object Object],The instructor includes group/team assignments where appropriate. ,[object Object],The instructor encourages students to share their knowledge and expertise with the learning community. ,[object Object],The instructor encourages students to participate in discussion forums, where appropriate. ,[object Object],The instructor provides opportunities for hands-on practice so that students can apply learned knowledge to the real-world. ,[object Object],The instructor provides additional resources that encourage students to go deeper into the content of the course. ,[object Object],The instructor encourages student-generated content as appropriate. ,[object Object],The instructor facilitates learning activities that help students construct explanations/solutions. ,[object Object],The instructor uses peer assessment in his/her assessment of student work, where appropriate. ,[object Object],The instructor shows respect to students in his/her communications with them. ,[object Object]
Competency 2: Administration/Leadership ,[object Object],The instructor makes grading visible for student tracking purposes. ,[object Object],The instructor clearly communicates expected student behaviors. ,[object Object],The instructor is proficient in the chosen course management system (CMS).,[object Object],The instructor adheres to the university's policies regarding the Federal Educational Rights & Privacy Act (FERPA). ,[object Object],The instructor integrates the use of technology that is meaningful and relevant to students. ,[object Object]
Competency 3: Active Teaching ,[object Object],The instructor provides prompt, helpful feedback on assignments and exams that enhances learning. ,[object Object],The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience. ,[object Object],The instructor shows caring and concern that students are learning the course content. ,[object Object],The instructor helps keep the course participants on task. ,[object Object],The instructor uses appropriate strategies to manage the online workload. ,[object Object]
Competency 4: Multimedia Technology ,[object Object],The instructor uses a variety of multimedia technologies to achieve course objectives. ,[object Object],The instructor uses multimedia technologies that are appropriate for the learning activities. ,[object Object]
Competency 5: Classroom Decorum ,[object Object],The instructor helps students resolve conflicts that arise in collaborative teamwork. ,[object Object],The instructor resolves conflicts when they arise in teamwork/group assignments. ,[object Object],The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication.  ,[object Object],The instructor identifies areas of potential conflict within the course. ,[object Object]
Competency 6: Technological Competence ,[object Object],The instructor is proficient with the technologies used in the online classroom. ,[object Object],The instructor is confident with the technology used in the course. ,[object Object]
Competency 7: Policy Enforcement ,[object Object],The instructor monitors students' adherence to policies on plagiarism. ,[object Object],The instructor monitors students' adherence to Academic Integrity policies and procedures. ,[object Object]
Task Importance Rankings: Top 10,[object Object],The instructor shows respect to students in his/her communications with them.,[object Object],The instructor provides students with clear grading criteria.,[object Object],The instructor clearly communicates course goals.,[object Object],The instructor clearly communicates course content.,[object Object],The instructor shows enthusiasm when interacting with students.,[object Object],The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience.,[object Object]
Task Importance Rankings: Top 10,[object Object],The instructor communicates with students about course changes, reminders of due assignments, relevant additional resources through announcements/emails.,[object Object],The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication.,[object Object],The instructor provides prompt, helpful feedback on assignments and exams that enhances learning.,[object Object],The instructor clearly communicates expected student behaviors.,[object Object]
UWM: Course Redesign Program,[object Object],Alan Aycock, Ph.D.,[object Object],Learning Technology Center,[object Object],University of Wisconsin – Milwaukee,[object Object],http://bit.ly/axxAX2  (blended learning site),[object Object],http://bit.ly/bmLkvr (blended learning presentations ),[object Object]
Faculty Development Model,[object Object],Best way to learn how to teach a blended course is to take one,[object Object],UW-Milwaukee’s faculty development program,[object Object],2 f2f half-day sessions, 2 weeks apart,[object Object],During the interval, complete online assignments and participant interaction,[object Object],Goal: to acquire new teaching skills; get questions answered; produce actual course materials,[object Object]
Topics and Issues Covered,[object Object],Course Redesign,[object Object],Course Content,[object Object],[object Object]
Online vs. F2F - Integration
Designing learning modules
Decision rubric for content choices
Learning objectsCourse Evaluation,[object Object],Online Learning Community,[object Object],[object Object]
Before, during, and after
Self evaluation
Peer evaluation
Student evaluationTransitioning to Blended Teaching,[object Object],[object Object]
Establishing voice
Discussion forums
Small groupsCourse Management,[object Object],Assessment Plan,[object Object],Helping Your Students,[object Object],[object Object]
Managing workload
Avoiding course and a half
Rubrics
CATs
Templates
Traditional formats
Managing expectations
Time management
Technology support,[object Object]
Online Assignments Between Face-to-face Sessions,[object Object],Assignments build on Day One F2F,[object Object],In each case, samples and detailed instructions available online,[object Object],Participants post to discussion forum, respond to at least one other participant,[object Object],Assignments of progressive difficulty – learning module, assessment plan, draft syllabus,[object Object],Close the loop by bringing hardcopy syllabus to Day Two F2F for peer review breakout,[object Object]
The blended learning research: What we now know about high quality faculty development and course design.
Blended LearningFaculty Development,[object Object],Maricopa Community Colleges ,[object Object]
About the Program,[object Object],About ,[object Object],Centrally-offered,[object Object],2 formats: 12 hours total ,[object Object],4 hours, one day a week for 3 weeks,[object Object],Weekend, two 6-hour days,[object Object],Project ,[object Object],Partially redesigned course ,[object Object],Faculty Professional Growth ,[object Object],Cross disciplinary ,[object Object],Lab setting ,[object Object],Format,[object Object],Short presentations ,[object Object],Hands-on learning technology activities,[object Object],Readings and research assignments ,[object Object],Small group discussions with participants in sessions ,[object Object],Out-of-class application assignments ,[object Object],Assessment at end,[object Object]
The blended learning research: What we now know about high quality faculty development and course design.
http://www2.estrellamountain.edu/ctl/fy_outcomeAssessment.asp,[object Object]
http://tinyurl.com/embest,[object Object]
UMBC: Faculty Supporting Faculty,[object Object],“10 minutes of fame”,[object Object],1 minute posing pedagogical problem,[object Object],1 minute showing how deliverable solved problem,[object Object],1 minute discussing student/peer feedback,[object Object],2 minutes describing next steps,[object Object],5 minutes for Q & A,[object Object],Presentations are open to entire campus; encourage administrators, alumni to attend,[object Object]
Guiding Principles For Faculty Development,[object Object],Provide the “student experience”,[object Object],Provide “safe” environment,[object Object],Address “potential failure” of system,[object Object],Set realistic expectations,[object Object],Survive before thrive,[object Object],Create a learning community,[object Object],Model best behaviors,[object Object],Connect F2F,[object Object]
Table Talk: Your Top 5 in 5,[object Object],What were they?,[object Object],…..,[object Object],How do they address your blended teaching and learning challenges and/or help promote success?,[object Object]
Supporting the Faculty in blended course design ,[object Object],Course Design,[object Object]
Redesign Work,[object Object],Defining the blend (as an institution and as an instructor),[object Object],Rethinking how to use class time,[object Object],Rethinking how to facilitate online interaction and engagement ,[object Object],Learning more about technology,[object Object],Budgeting time and starting redesign,[object Object],Create, practice, experiment, refine ,[object Object]
Blended Learning: 2 Keys to Success,[object Object],. . . organicintegration of thoughtfully selected and complementary face-to-face and online approaches and technologies. ,[object Object],. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency. ,[object Object],Garrison & Vaughan, 2008,[object Object]
Community of Inquiry Framework,[object Object],Cognitive Presence,[object Object],The extent to which ,[object Object],learners are able to ,[object Object],construct and confirm ,[object Object],meaning through ,[object Object],sustained reflection ,[object Object],and discourse in a ,[object Object],critical community ,[object Object],of inquiry.,[object Object],Social Presence,[object Object],The ability of participants,[object Object],to identify with the ,[object Object],community (e.g., course ,[object Object],of study), communicate ,[object Object],purposefully in a trusting ,[object Object],environment, and ,[object Object],develop inter-personal ,[object Object],relationships by way of ,[object Object],projecting their ,[object Object],individual personalities.,[object Object],Teaching Presence,[object Object],The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.,[object Object]
7 Principles of Successful Blended Learning,[object Object],Design for open communication & trust,[object Object],Design for critical reflection & discourse,[object Object],Create and sustain sense of community,[object Object],Support purposeful inquiry,[object Object],Ensure that inquiry moves to resolution,[object Object],Ensure students sustain collaboration,[object Object],Ensure assessment is congruent with intended learning outcomes,[object Object],http://educause.adobeconnect.com/p56665953/,[object Object]
Course Design – Social Presence,[object Object],Principle: Plan to establish a climate that will encourage open communication and trust.,[object Object],Supports purposeful collaboration and a questioning predisposition.,[object Object],Strategy ,[object Object],use small groups,[object Object],Technique ,[object Object],to discuss and negotiate expectations,[object Object]
Facilitation – Cognitive Presence,[object Object],Principle: Encourage and support the progression of inquiry.,[object Object],Essential to keep discourse on track and ensure that inquiry evolves. ,[object Object],Strategy ,[object Object],focus discussion; model discourse; facilitate critical discourse; move to resolution ,[object Object],Technique ,[object Object],use group projects,[object Object]
Blended LearningCourse Design,[object Object],Maricopa Community Colleges ,[object Object]
Redesign Process Overview,[object Object],New course or existing course (online or face-to-face) ,[object Object],Break the course down into discrete, specific learning objectives ,[object Object],Ask: which objectives are best met online? ,[object Object],Ask: which objectives are best met face-to-face? ,[object Object],Strategies: how will you integrate the online portion with the face-to-face portion? ,[object Object],Strategies: what is the relationship between the face-to-face and the online component (reinforce, new, application)?,[object Object],Strategies: how will you make students accountable for the online portion? ,[object Object]
Redesign Tools ,[object Object],Mapping the course  ,[object Object],Organizing the course,[object Object],Objectives,[object Object],Modules,[object Object],Schedule ,[object Object],Lessons ,[object Object],Readings,[object Object],Topics ,[object Object],Use as many samples of blended courses as possible (syllabi, course sites) ,[object Object]
Modules (example),[object Object]
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The blended learning research: What we now know about high quality faculty development and course design.
The HyFlex Course Model,[object Object],Brian Beatty, San Francisco State University,[object Object],HyFlex Blog:,[object Object],http://drbrianbeatty.com,[object Object],HyFlex Papers and Presentations:,[object Object],http://itec.sfsu.edu/hyflex/hyflex_home.htm,[object Object]
Hybrid + Flexible = HyFlex,[object Object]
STARTING POINT,[object Object],Instructional Tech graduate program,[object Object],Established, face to face history,[object Object],130 students, 3 FT faculty, 5-10 PT faculty,[object Object],Regional campus (workers and commuters—2+ hours),[object Object],Seminar courses,[object Object],Instructional Technology topics (learning, design, integration, media, etc.),[object Object],Technology users,[object Object]
HyFlex Course Principles/Values,[object Object],Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes weekly (or topically). ,[object Object],Equivalency: Provide equivalent learning activities in all participation modes. 		,[object Object],Reusability: Utilize artifacts from learning activities in each participation mode as “learning objects’ for all students. 				,[object Object],Accessibility: Equip students with technology skills and access to all participation modes.      							,[object Object]
Two Course Types,[object Object],Type A: Small to moderate interactive classes,[object Object],Content presentation and class discussion,[object Object],Ex: Graduate seminars,[object Object],Type B: Large lecture classes,[object Object],Minimal in-class interaction among students and faculty,[object Object],Ex: Undergraduate required courses,[object Object]
Type A: Student Experience,[object Object],Attend Class in person?,[object Object],Class Topic, Goals, Other Factors,[object Object],LMS,[object Object],Online Agenda,[object Object],In-class Agenda,[object Object],Shared Resources,[object Object],Online Activity (discussion),[object Object],In-class Activity (discussion),[object Object],Independent Activity (information),[object Object],Demonstrate Class Outcomes,[object Object]
Weekly Topic Area For Content,[object Object]
Discussions,[object Object],Onground Participants,[object Object],Online Participants,[object Object],Weekly Reflection,[object Object],REQ,[object Object],REQ,[object Object],Live In-class,[object Object],Interactive Discussion,[object Object],REQ,[object Object],OPT,[object Object],Asynchronous,[object Object],Topical Discussion,[object Object],REQ,[object Object],OPT,[object Object]
Type B: Lecture Capture,[object Object],Lecture capture technology is capable of packaging and distributing lectures in different formats (Rich media echo, Podcast (MP3), Enhanced Podcast, Video).,[object Object]
Results (brief),[object Object],80% say they learned as much as expected or more,[object Object],80% prefer blended classes; 60% prefer to choose their own blend (HyFlex),[object Object],Some like working online, most like in-class; (almost) all like flexibility,[object Object]
HyFlex Fit ,[object Object],What value would it add? (student-control, increased online offerings, resolve scheduling conflicts, increased course enrollment),[object Object],What support/cost would it require? (training, staff, technology, admin structure, faculty/student acceptance),[object Object]
How To Get Started,[object Object],Choose one course to start your re-design (or start from scratch):,[object Object],Can the content be taught in both modes?,[object Object],Can students learn in both modes?,[object Object],Can the faculty teach in both modes?,[object Object],Do administrative structures support both?,[object Object]
Table Talk: Your Top 5 in 5,[object Object],What were they?,[object Object],…..,[object Object],How do they address your blended teaching and learning challenges and/or help promote success?,[object Object]
Faculty Development and Course Design ,[object Object],30,000 foot view ,[object Object]

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The blended learning research: What we now know about high quality faculty development and course design.