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Blended Welding
- 1. Blended Welding: CreatingHybridWelding Courses in the CHAMPGrant Presenter: Peter Lindstrom
- 2. Introductions Peter Lindstrom Instructional Designer CHAMP Grant Colorado Community College System peter.lindstrom@cccs.edu
- 3. Session Outcomes • Understand the challenges and successes of converting any lab-based course to a blended format • Understand how to engage faculty in the process of converting lab-based courses to blended/hybrid courses
- 4. CHAMP & Blended Learning • Dept. of Labor TAACCCT Grant Requirements: • Accelerate Completion of Certificates & Degrees • 80% instructor-created material • Creative Commons CC-BY License • Published to skillscommons.org • CHAMP has 187 Courses
- 5. Faculty Engagement Benefits of Blended Course Design •Increased lab/project/classroom activity time •Help with design and use of new technology •Administration prefers hybrid delivery "Il metodo del blended learning" by Christophermccarthy, wikipedia commons is in the Public Domain
- 6. Faculty Disengagement • Lab courses require time on task • Skills acquisition requires one-to- one coaching • Students won’t participate online Challenges to Blended Design "A multimedia classroom at Islington College, in the United Kingdom" by Pmspratik, wikipedia commons is licensed under CC BY-SA 3.0
- 7. Where to Start? Identify courses with more traditional content delivery than lab time • Safety Courses • Blueprint Reading • General Overview/Theory
- 8. WEL100-Safety for Welders • Common competencies used in all welding programs • Different content contextualized to each college welding shop "Gas metal arc welding" by William M. Plate Jr. is in the Public Domain
- 11. Is that all it takes? "The Start and Finish Line of the "Inishowen 100" Scenic Drive" by Andrew Hurley, flickr is licensed under CC BY-SA 2.0
- 12. No – there’s more! "The Start and Finish Line of the "Inishowen 100" Scenic Drive" by Andrew Hurley, flickr is licensed under CC BY-SA 2.0
- 13. Getting to Work … • Course Maps • Identify Gaps • Develop/Find content to fill gaps • Build course in LMS "Ant Brown Carrying Egg White Tired Hard Working" by Nemo, Pixabay is in the Public Domain, CC0
- 14. Course Map
- 15. Example Module
- 16. Hybrid as Repository • WEL101 – Allied Cutting Processes • Developed as Repository • Revised to meet best practices "Oxygen / Acetylene Torch" by Jason Kaechler, flicker is licensed under CC BY 2.0
- 17. Blended Welding • Easier for students to navigate • Easier for other faculty to review "TIG welding of a bronze sculpture" by JoJan, wikipedia commons is licensed under CC BY 3.0
- 19. Teamwork
- 20. Strategies for Faculty • Technophobe • Industry Expert • Willing but Isolated
- 21. Technophobe • Step-by-step assistance • Weekly mentoring • Introduction to teaching theory & best practices "man vs computer" by zenilorac, flickr is licensed under CC BY 2.0
- 22. Industry Expert • Used Grant to force hybrid development • Modeled how existing content would look online • Guidance for online pedagogy "Two pipes are welded together on the Castoro Sei pipelaying vessel." by Bair175 is licensed under CC BY-SA 3.0
- 23. Willing but Isolated • Demonstrated alternative design options • Encouraging & supporting innovation "Alone Lake Shore Thinking Standing Man Male" by Unsplash, Pixabay is in the Public Domain, CC0
- 24. Rolling Out New Courses • Shared File for Master Courses • Coordinated by Instructional Design Team at System Office • Time Planned for Troubleshooting "Learn Clock ClockFace Time Hours Direction" by geralt, Pixabay is in the Public Domain, CC0
- 25. Faculty Support • Different Faculty needed different support • Different institutions had different support structures in place for faculty "Support Help Button Button Help Font Note Text" by geralt, Pixabay is in the Public Domain, CC0
- 26. Innovations • Fast Track Welding Certificate Running at Pueblo Community College • Project-based Programs Exploring at Lamar Community College • Integrated & Contextualized Math Exploring at Community College of Denver
- 27. OER Resources • www.coetc.weebly.com • www.skillscommons.org • www.cteonline.org • www.saylor.org
- 28. Questions "Question Mark Note Duplicate Request Matter" by geralt, Pixabay is in the Public Domain, CC0
- 29. License & Attribution This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership Blended Welding by Peter Lindstrom is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at https://www.cccs.edu/partnering-for-success/trade-adjustment- assistance/taa-champ/.
Notes de l'éditeur
- Blended Welding: Creating Hybrid Welding Courses in the CHAMP Grant Presenter: Peter Lindstrom
- Introductions: Peter Lindstrom Instructional Designer CHAMP Grant Colorado Community College System peter.lindstrom@cccs.edu Background: Worked over 10 years in construction industry Faculty at CCD for 5 years in developmental English department Lead SME for contextualize developmental reading & writing course for NROC Instructional Designer for CHAMP grant for past year
- Session Outcomes Understand the challenges and successes of converting any lab-based course to a blended format Understand how to engage faculty in the process of converting lab-based courses to blended/hybrid courses
- Goal of TAACCCT is to redesign certificate & degree programs in community colleges so students can earn credentials in targeted industry sectors. Colorado participated in: Round 1 – Energy Round 2 – Healthcare Round 3 – Advanced Manufacturing Programs include Engineering Graphics, Electro-Mechanical, Machining, and Welding Redesign of courses included updating content to meet industry partner’s needs and implementation of blended and/or web-enhanced delivery Repository managed by California State University’s MERLOT Program for the TAACCCT grants Faculty were overwhelmed! Created discipline-based faculty cohorts Welding Machining Electro-mechanical Engineering Graphics Faculty represented schools across the state
- How to engage faculty in process of converting courses to blended format Faculty liked the idea that blended courses could free up classroom time This interpretation requires loose definition of hybrid course: Typically send as 30-80% of course delivered online Dependent on each institution’s definition Official hybrid course affects student contact hours, which undermines the “more classroom time” benefit Faculty liked the idea of getting help to create content using new technology PCC purchased welding camera for video production Instructional designers hired or assigned to all colleges to help Not typically available at community colleges Faculty liked being able to comply with administrative “push” for hybrid Administrators like hybrid for increase availability of physical classroom space CCD had college-wide push to deliver more classes in hybrid format
- Common complaints/resistance from Faculty Most pushed back against traditional hybrid format A priority was seen for time on task in the lab Lab time seen as sacrosanct Most CTE faculty, especially in the Welding, come from industry Content delivered during hands-on experimentation with equipment and machines Content individualized to each student Typically have limited formal education background Approach courses as job training Quasi competency-based approach
- Where to start? Identify courses with more traditional content delivery than lab time Safety Courses Blueprint Reading General Overview/Theory
- WEL100 – Safety for Welders Course taught by all four schools in the grant Used content from existing courses from three different instructors at three different institutions Presentations Youtube videos Websites Assessments Gathered all content and created fully online course to demonstrate how content could be delivered online Published course on California State University’s MERLOTII site
- WEL100 created as off-the-shelf online course that could run as is and meet all competencies All welding instructors indicated that they would still want authentic assessment in the live shop environment, but everything else in the course Created quizzes and challenges tests from tests and quizzes from all three welding faculty Challenge tests designed to meet the differentiated needs of students in the varying welding courses with the safety competencies Required differentiation in these classes since the material could be brand new or old hat for different students in different classes, depending on if they had taken WEL100
- Created Welding Safety Review module for all other welding courses to meet the three competencies Follow shop safety practices Maintain a clean, safe work area Perform safety inspections on ____ equipment Linked to OER modules on MERLOT II Created “challenge tests” for each module Students could review content or take challenge test Shared the safety review module and WEL100 course with all welding departments in the 14 college system
- Is that all there is to getting courses converted to blended format?
- There is more to it … The instructional design team did most of the heavy lifting to create WEL100. Goal is to get faculty to develop and locate their own course content
- Course map template given to faculty to use to guide them in the process of mapping their courses Advised to map the face-to-face course first to identify what could be moved online Some faculty needed to be taught about mapping Start with assignments/assessments and ask: What competency does this serve?
- Course Map example: From WEL100 – shows course competencies and first module content Gaps varied: Lecture notes/artifact Lab activity artifact Assessments
- Specific module from WEL100 Faculty give specific tasks for development PowerPoint presentations for lectures Lab instructions Quizzes and Discussions ID’s created quizzes in LMS IDs built course in LMS and had faculty review
- WEL101 – Allied Cutting Processes Developed at college that had hybrid push Faculty created a repository of all course content Theory module for each processes Lab assignments module for each process Projects module Supplementary information modules (math, blueprint reading) Repository model valued as representative of what student will encounter on the job Requires student to constantly refer to the course calendar Typical approach for new users of LMS who phase in use of tools over time Stare with Attendance and Grades Move to uploading handouts and other course content to reduce the need to create copies Discover the quiz tool
- Course implemented at different school with faculty member completely new to using LMS He had been guided in course development for the grant following best practices Fear was that he would not be able to easily implement the course as a repository This works for faculty familiar with blended/hybrid course They can adapt what they need and rearrange content easily Revision of course made it easier for students and other faculty Followed a sequenced approach similar to other online courses Students no longer dependent on course calendar Easier for other faculty to assess course for their own needs
- How did we get faculty at 9 different institutions to do this? 7 Colorado Community College System colleges Community College of Denver Front Range CC Lamar CC Pikes Peak CC Pueblo CC Red Rocks CC 2 independent colleges Aims CC Emily Griffith Technical College 1 university Metro State University of Denver
- Symbaloo used as tool for dashboard to commonly used resources Designed for evolution and change as more resources discovered by team We did not have a media librarian Coordination and facilitation of collaborative effort from Instructional Design team at system office Important to have a person or team aware of everyone’s projects to facilitate collaboration! Institutions spread across the state with little contact among faculty and staff Team met face-to-face once a month All other communication by email, phone, site visit, and WebEx Each institution used its own LMS (Desire2Learn) Created shared space on one institution’s D2L system that program cohort groups had access to Electro-mechanical Engineering Graphics Machining Pre-Manufacturing and Manufacturing Technologies Welding
- Different faculty required different strategies for engagement Three general types were found in the welding group All excellent instructors chosen by their chairs to work on this project CTE faculty generally come from industry with little background in educational theory The Technophobe Not using technology at all The Industry Expert Already has unique and successful program “Why fix what ain’t broke?” The Willing but Isolated Developing in a vacuum with no support Met face-to-face with each individually at their shop during summer of 2014 Met to regularly to varying degrees using WebEx Followed same production schedule Course Map Identify & Fill Gap Develop content Build course in LMS
- Technophobe Set up detailed production schedule Modeled specific tasks Wrote sample quiz questions Wrote sample discussion questions Found OER videos and presentations to adapt Introduced basic teaching theory Formative and Summative assessment Use of Rubrics Classroom management
- Industry Expert Resistant to change existing courses that work Resistant to teaching welding online “Welding is taught by time on task” “Forced” to develop courses to meet terms of grant Told to create them for others to be able to use his courses Showed how to convert content to online deliver Quick to learn and adapt! Introduced basics of online pedagogy Initially not planning to teach his courses in blended format, needed to understand student experience Development of content won him over – understood benefit to students and his program through the development process
- Willing but Isolated Already developing hybrid courses Little to no support from institution Welding program housed at satellite campus Hybrid development handed off to him Test run of initial repository course went well Small program with small enrollment Lots of individualized instruction Type of model that is difficult to scale, but worked in its current usage Alternative design options demonstrated Later course development followed sequential flow of modules rather than repository Instructor interested in contextualized math modules run throughout certificate programs Encouraged this innovation – guided work on use EdReady
- Rolling out new courses: System colleges on network with shared drive space – master course cartridges stored in file on shared drive Not everyone has access to the shared folder! Limited to LMS administrators Faculty request courses from LMS administrator Instructional Design team coordinates course cartridges Version control is very important – major changes are made and file is replaced As new semester approaches, calendar opened in anticipation of fires Not certain which courses are going where or who will want to run them Not certain of D2L competency of any given instructor
- Faculty support: Willing but isolated faculty member needed little support Can use and adapt materials easily from other courses Technophobe needed a lot of support Needed help with everything such as assignment due dates to grade book items Faculty worked together to identify problems with course materials Problem identified by one instructor – other instructor would correct problem and share out new content Institutions had varying degrees of faculty support for technology and teaching Some had bootcamps to help faculty prepare for teaching online for the first time Others assumed faculty would get the training they need
- Innovations Redesigning courses planted the seeds for innovations with many faculty – not just welding. PCC: Fast Track Welding Certificate Four, 4-week hybrid courses for SMAW, GMAW, GTAW, FCAW Students complete certificate in 1 semester LCC: Move to project-based programs Built new facility for welding department Wants to model after program at Warren Technical School Students work on specific projects Some are for industry Students punch in and out like a job CCD wants to integrate Math competencies Grant has set up MAT MOOC Working on integrating EdReady Math into Welding Program
- We went to our own site first, to see if components had bee produced in previous grant Start small and local - Skillscommons.org and merlot.org to see if any other TAACCCT Grantee had published content Move on to large, content-specific repositories Cteonline.org is a repository for cte courses for both secondary and post-secondary programs Need to set up account (free) and sift through content based on a variety of search options By subject keywords Complete lesson plans Resource type Saylor.org focused on secondary course content Some content and course materials suitable for post-secondary
- Questions?
- CC BY License and Attribution