Presentation on theme: "Hybrid Learning: Instructional and Institutional Implementation Veronica Diaz, PhD September 28, 2009 1:00 – 2:30 pm ET."— Presentation transcript:
Hybrid Learning: Instructional and Institutional Implementation Veronica Diaz, PhD September 28, 2009 1:00 – 2:30 pm ET
Today we’ll cover They hybrid course model: the optimal design Institutional implementation planning: best practices and considerations Assembling a successful faculty hybrid course (re)design program Resources http://ablendedmaricopa.pbwiki.com/http://ablendedmaricopa.pbwiki.com/ Questions
Poll Which of these most closely describes your motivation for exploring/adopting a blended learning model? http://answers.polldaddy.com/poll/108143/
The Hybrid Learning Instructional Delivery Model
What is hybrid or blended instruction? So many definitions, so little time… Face-to-FaceFully Online Hybrid
The Sloan-C Definition What is the Sloan Consortium’s definition?Sloan Consortium “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 Definitions Content 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. 30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial portion 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 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 http://answers.polldaddy.co m/poll/1290591/ http://answers.polldaddy.co m/poll/1290591/ Assuming your institution is considering the implementation of a hybrid learning model, select 2 items you hope the model will address http://answers.polldaddy.com /poll/291651/ http://answers.polldaddy.com /poll/291651/
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 from Web courses Those who choose fully online courses are not necessarily independent learners, but students who succeed in all modalities 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 completion Personal conflicts Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://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 Dealing with technical problems Having students attuned to their responsibilities Lack of student engagement Positive aspects of Web teaching Structure and time convenience Increased student outreach and contact Personal satisfaction Availability of expanded research tools Improved course management Ability to learn new technologies Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html
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 into teaching Modifying their time management Utilizing an increased amount of resources in their courses 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 courses Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html
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, and the ability to apply theoretical models to real-world data Were capable of more meaningful discussions on course material 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 reference It's easier to document online group work and participation for purposes of assessment Source: http://pegasus.cc.ucf.edu/~rite/index.htmlhttp://pegasus.cc.ucf.edu/~rite/index.html
Data Take-Aways Technology ownership Motivation for enrolling Success indicators/predictors Robust student support Sound information internally and externally Faculty workload and satisfaction issues Explore secondary teaching and learning benefits Peer mentoring of faculty members
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.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 Clear articulated mission and strategic plan Demonstrated level of faculty interest Robust campus infrastructure Ubiquitous, universal access to computing Redundant, reliable network services Well-equipped campus labs Coordinated technical sales and support Source: UCF's Support for Teaching and Learning Online
Institutional Readiness for Hybrid Delivery Distance or distributed learning leadership Articulated vision and shared vision from top administration Campus-wide coordination Internal and external partnerships Buy-in by academic leadership Planned growth Commitment to faculty support Incentives and rewards Systematic faculty development Research design and analysis support Tenure and promotion reconsideration
Institutional Readiness for Hybrid Delivery Commitment to course and program support Design for scale Quality standards development Multimedia production support Research and development Copyright support Commitment to assessment Ensuring quality of programs Commitment to learner support 7 x 24 help desk support Communication and marketing Flexible tutoring and advising Orientation Adequate software Web-based campus services
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 online Integration of out-of- and in-class activities allows more effective use of traditional class time
Implementing Hybrid Instruction: Best Practices
Marketing Internal marketing External marketing Defining the blend Differentiating from other eLearning options http://learn.ucf.edu/1courses/1typ es.html http://learn.ucf.edu/1courses/1typ es.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 Debunking incorrect impressions Informal FAQs Examples Pros/Cons 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 Know how they learn (metacognition) Have necessary technical skills Know how to build a support system Respond favorably to technological uncertainties
Supporting Hybrid Instructional Costs Faculty Redesign time Release time during pilot semester Orienting and development Course redesign Media specialists Instructional designers Instructional technologists Infrastructure Labs Wireless Software IT Helpdesk Resources online Student Readiness Advising Orientation
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 faculty Creates discussion of the teaching and learning process Allows peer evaluation of successes and failures Exposes faculty to tools and instructional best practices Models a combination of delivery techniques Uses cooperative and collaborative 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 Make transition from lectures and presentations to a more student- centered active learning environment
New skills: Rethinking course design Facilitating online discussions and small group activities Developing new forms of student assessment Scheduling and communication 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 technology 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 Ask: which objectives are best met online? Ask: which objectives are best met face-to-face? 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 component (reinforce, new, application)? Strategies: how will you make students accountable for the online portion?
Hybrid Redesign Process 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 Readings Topics Use as many samples of hybrid courses as possible (syllabi, course sites)
Technology and the challenges and choices? AccessWhat technologies increase access? AccountabilityWhat technologies can document student progress? AssessmentWhat strategies can capture successful applications? RetentionWhat 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 interactivity and guide the student to become a more active learner. Technologies required for this course are either provided or easily downloadable. 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. 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 File sharing Voice boards Web 2.0 Applications Web 2.0 Applications Synchronous Chat Virtual classroom Real time meetings Voice chats Web conferencing Instant messaging
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, 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. 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 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.
Student crisis points First Week Learners may be adding and dropping courses. Instructors get to know the learners and respond to first activities/assignments. 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. 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, 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.
Student crisis points Second Five Weeks Instructors may have added or compressed coursework to compensate for earlier delays in the course. Learners may be overwhelmed, withdrawn from course activities, missing assignments. Instructors may begin to fatigue of online ‘presence.’ 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 design. Designers and staff members review collected data, meet with instructor to determine areas in need of improvement.
Program Options Mandatory vs. required Application to teach hybrid courses Release time Reassigned time Faculty mentors Course development model One at a time Best of breed Central training Departmental training 2-step process (design and teach) Experiential Overview Summer institute
Possible Program Components What is hybrid learning Faculty readiness Learning objectives Module development Course redesign strategies Assessment techniques Rubrics Learning technologies Student readiness Student success Student crisis points Student teams and other collaborations 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 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, news reporting, teaching the copyrighted work. Stanford Fair Use Overview Stanford Fair Use Overview 4 factors considered in fair use cases: purpose and character of your use; nature of the copyrighted work; amount and substantiality of the portion taken; and effect of the use upon the potential market.
Finding Safe Content Find Creative Commons work: http://search.creativecommons.org/ http://search.creativecommons.org/ Google : http://www.google.com/advanced_search limiting your search according to “Usage Rights” will restrict results to CC-licensed materials only http://www.google.com/advanced_search Yahoo! : http://search.yahoo.com/search/options illustrates how you can limit your search results to Creative Commons-licensed works http://search.yahoo.com/search/options
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 http://www.qualitymatters.org
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: 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 programs 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 http://www.csuchico.edu/celt/roi/index.shtml Illinois Online Network http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp University of Southern Mississippi Learning Enhancement Center http://www.usm.edu/lec/docs/LEC_Online_course_rev2.pdf http://www.usm.edu/lec/docs/LEC_Online_course_rev2.pdf Houston Community College http://online-course- design.pbworks.com/f/Online_Course_Rubric08.pdfhttp://online-course- design.pbworks.com/f/Online_Course_Rubric08.pdf Craven Community College http://www.cravencc.edu/CCCDERubric20082009_1.rtf http://www.cravencc.edu/CCCDERubric20082009_1.rtf Note: May need to cut and paste some links into browser.
Contact Information Veronica M. Diaz, PhD firstname.lastname@example.org Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material 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.