a framework for institutional adoption and implementation ... · charles r. graham & wendy w....

Charles R. Graham & Wendy W. Porter

A Framework for Institutional Adoption and Implementation of Blended Learning in

Higher Education!

Darren Hester, Orange Slice, http://commons.wikimedia.org/wiki/File:Orange_Slice.jpg

Steven Lee, Apple Doodle, http://lazlowoodbine2010.deviantart.com/art/Apple-Doodle

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18(3), 4–14. doi:

10.1016/j.iheduc.2012.09.003 http://goo.gl/E66Q9f

Outline

•  BACKGROUND

•  STAGES

•  MARKERS

Carlos Aledo, Apple Orange, http://www.flickr.com/photos/carlosaledo/5845334445/sizes/o/in/photostream/

Six Institutions

BYU Alumni Association, BYU Idaho Logo, alumni.byu.edu BYU, BYU Logo, http://www.flickr.com/photos/utahstatelibrary/4540383857/sizes/s/in/photostream/ BYU-H Alumni Association, Logo, http://alumni.byuh.edu/s/1085/05-hawaii/index.aspx?sid&gid=3&pgid=594

UCF, UCF logo,http://upload.wikimedia.org/wikipedia/commons/d/d8/University_of_Central_Florida_UCF_vertical_text_logo.svg Utah State Library, UVU Logo, http://www.flickr.com/photos/utahstatelibrary/4541005082/in/photostream/ UWM, UWM Logo, https://commons.wikimedia.org/wiki/File:UW-Milwaukee.png

Spectrum of BL Adoption

BYU Alumni Association, BYU Idaho Logo, alumni.byu.edu BYU, BYU Logo, http://www.flickr.com/photos/utahstatelibrary/4540383857/sizes/s/in/photostream/ BYU-H Alumni Association, Logo, http://alumni.byuh.edu/s/1085/05-hawaii/index.aspx?sid&gid=3&pgid=594

UCF, UCF logo,http://upload.wikimedia.org/wikipedia/commons/d/d8/University_of_Central_Florida_UCF_vertical_text_logo.svg Utah State Library, UVU Logo, http://www.flickr.com/photos/utahstatelibrary/4541005082/in/photostream/ UWM, UWM Logo, https://commons.wikimedia.org/wiki/File:UW-Milwaukee.png

3 Implementation Stages

Stage 1: Awareness & Exploration

Stage 2: Adoption & Early Implementation

Stage 3: Mature

Implementation & Growth

AIGA, Information, Stairs-Up, Escalator-Up, http://www.aiga.org/symbol-signs/




Stage 3: Mature



Institutional BL Adoption




Stage 3: Mature



Institutional BL Refinement

Institutional BL Adoption

3 Implementation Stages -Poll-

At which stage would you consider your institution?

1)  Stage 1: Awareness and Exploration 2)  Stage 2: Adoption and Early Implementation 3)  Stage 3: Mature Implementation and Growth

Key Markers of BL Adoption

Scott Maxwell, Orange0156, http://www.flickr.com/photos/lumaxart/2365561306/

STRATEGY

STRUCTURE

SUPPORT

Bruce Von Stetina, Ho Scale Model Sand House, http://commons.wikimedia.org/wiki/File:Ho_scale_model_sand_house.jpg Tango!, Tool_animated, http://commons.wikimedia.org/wiki/

File:Tool_animated.gif

Matrix of BL Adoption Stages and Key Markers

Category Stage 1 - Awareness/Exploration

Stage 2 - Adoption/Early Implementation

Stage 3 - Mature Implementation/Growth

Strategy Purpose Advocacy Implementation Definition Policy Structure Governance Models Scheduling Evaluation Support Technical Pedagogical Incentives

Click to download handout:

http://goo.gl/36vh6c

Strategy

BYU, BYU Logo, http://www.flickr.com/photos/utahstatelibrary/4540383857/sizes/s/in/photostream/ Utah State Library, UVU Logo, http://www.flickr.com/photos/utahstatelibrary/45410 UCF, UCF logo,http://upload.wikimedia.org/wikipedia/commons/d/d8/University_of_Central_Florida_UCF_vertical_text_logo.svg

Scott Maxwell, Orange0156, http://www.flickr.com/photos/lumaxart/2365561306/

Stage 1 Stage 2 Stage 3

Strategy -Poll-

Which key strategy indicator are you most interested in discussing?

1)  Purpose 2)  Advocacy 3)  Definition

Structure

Bruce Von Stetina, Ho Scale Model Sand House, http://commons.wikimedia.org/wiki/File:Ho_scale_model_sand_house.jpg

BYU, BYU Logo, http://www.flickr.com/photos/utahstatelibrary/4540383857/sizes/s/in/photostream/ Utah State Library, UVU Logo, http://www.flickr.com/photos/utahstatelibrary/45410 UCF, UCF logo,http://upload.wikimedia.org/wikipedia/commons/d/d8/University_of_Central_Florida_UCF_vertical_text_logo.svg


Structure -Poll-

Which key structure indicator are you most interested in discussing?

1)  Governance 2)  Scheduling 3)  Evaluation 4)  Infrastructure 5)  Professional Development

Support

Tango!, Tool_animated, http://commons.wikimedia.org/wiki/File:Tool_animated.gif/ BYU, BYU Logo, http://www.flickr.com/photos/utahstatelibrary/4540383857/sizes/s/in/photostream/ Utah State Library, UVU Logo, http://www.flickr.com/photos/utahstatelibrary/45410 UCF, UCF logo,http://upload.wikimedia.org/wikipedia/commons/d/d8/University_of_Central_Florida_UCF_vertical_text_logo.svg


Support -Poll-

Which key support indicator are you most interested in discussing?

1)  Support 2)  Formal Incentives

OTHER QUESTIONS?

Thank you for participating!

Purpose Potential purposes •  Pedagogical •  Access and flexibility •  Cost effectiveness

Purpose

Stage 1

•  Individual faculty/ administrators informally identify specific BL benefits

Stage 2

•  Administrators identify purposes to motivate institutional adoption of BL

Stage 3

•  Administrative refinement of purposes for continued promotion and funding of BL

Purpose -Poll-

What is your administration’s primary purpose for implementing BL?

1)  Pedagogical (improving instruction) 2)  Access and flexibility 3)  Cost effectiveness 4)  Other

Purpose -Poll-

What is the faculty’s primary purpose for implementing BL?

1)  Pedagogical (improving instruction) 2)  Access and flexibility 3)  Cost effectiveness 4)  Other

Purpose -Question-

What has your institution done to align the administration’s and the faculty’s

objectives for adopting BL?

Advocacy Potential advocates •  Administration •  Departments/colleges •  Faculty resource center •  Faculty •  Students

Advocacy

Stage 1

•  Individual faculty and administrators informally advocate

Stage 2

•  BL formally approved and advocated by university administrators

Stage 3

•  Formal BL advocacy by university administrators and departments/ colleges

Advocacy -Poll-

Who is the primary advocate for BL adoption at your institution?

1)  Administration 2)  Departments/colleges 3)  Faculty resource center 4)  Faculty 5)  Students 6)  None of the above

Advocacy -Question-

How has your institution developed new BL advocates?

Definition Components •  F2F + online •  Reduction in seat time required •  Particular BL model

Definition Stage 1

•  No uniform definition of BL proposed

Stage 2

•  Initial definition of BL formally proposed

Stage 3

•  Refined definition of BL formally adopted

Definition -Poll-

Has your institution officially defined BL?

1)  Yes 2)  No 3)  Not sure

Definition -Question-

How has your institution chosen to define BL?

Governance Source of BL course approval •  Department/college •  Center for teaching and learning •  Distance learning unit •  University administration

Governance

Stage 1

•  No official approval or implementation system

Stage 2

•  Emerging structures primarily to regulate and approve BL courses

Stage 3

•  Robust structures involving academic unit leaders for strategic decision making

Governance -Poll-

Who approves BL courses at your institution?

1)  Departments/colleges 2)  Center for teaching and learning 3)  Distance learning unit 4)  University administration 5)  There is no approval process

Governance -Poll-

How does the governance process for BL courses compare to traditional courses?

1)  Same governance body and process 2)  Different governance body and process

Scheduling Components •  Course catalog •  F2F sessions designated

Scheduling

Stage 1

•  No designation of BL courses as such in course registration/ catalog system

Stage 2

•  Efforts to designate BL courses in registration/ catalog system

Stage 3

•  BL designations or modality metadata available in registration/ catalog system

Scheduling -Poll-

Does your institution have a catalog designation identifying BL course offerings?


Evaluation Approaches •  Existing evaluations •  BL-specific evaluations

Evaluation

Stage 1

•  No formal evaluations in place addressing BL learning outcomes

Stage 2

•  Limited institutional evaluations addressing BL learning outcomes

Stage 3

•  Evaluation data addressing BL learning outcomes systematically reviewed

Evaluation -Poll-

Does your institution use uniform evaluations for traditional and BL courses?


Evaluation -Poll-

Do your traditional and BL courses have uniform learning outcomes and assessments?

1)  Yes 2)  No 3)  Not Sure

Infrastructure Components •  Computers •  Internet (servers, bandwidth) •  Classroom space

Infrastructure

Stage 1

•  No BL-specific physical or technological infrastructure in place

Stage 2

•  Physical and technological resources adapted/ expanded to facilitate BL implementation

Stage 3

•  Physical and technological resources monitored and adapted/ expanded as necessary

Infrastructure -Poll-

Have you adapted or expanded your infrastructure to accommodate BL implementation?


Infrastructure -Question-

How have your physical and/or technological

infrastructure requirements changed with the adoption of BL?

Professional Development Potential formats •  Online •  Seminars/webinars •  Course •  One-on-one training

Professional Development

Stage 1

•  No course development process in place

Stage 2

•  Experimentation and building of a formal course development process

Stage 3

•  Robust course development process established and systematically promoted

Professional Development -Poll-

Does your institution have an instructional design process in place to help faculty design BL courses?


Professional Development -Poll-

What is the primary source of BL professional development at your institution?

1)  Online 2)  Seminars/webinars 3)  Course 4)  One-on-one training 5)  Other 6)  None

Professional Development -Question-

What are the biggest challenges you face with getting BL professional development to faculty?

Support Types •  Technological •  Pedagogical

Support

Stage 1

•  Primary focus on traditional classroom technological support

Stage 2

•  Increased focus on BL/online technological support for faculty and students

Stage 3

•  Well established technological support to address BL/online needs of all stakeholders

Support -Poll-

What is the primary way BL adopters receive technical support?

1)  In person 2)  Telephone 3)  Instant messaging 4)  E-mail 5)  Other 6)  Not sure

Support -Poll-

What is the primary way BL adopters receive pedagogical support (e.g. questions faculty have about BL after professional development concludes)?

1)  In person 2)  Telephone 3)  Instant messaging 4)  E-mail 5)  Other 6)  Not sure

Support -Question-

What technical or pedagogical support questions do

you anticipate from BL adopters?

Formal Incentives Types

•  Financial •  Time •  Tenure/promotion

Formal Incentives

Stage 1

•  No identified faculty incentive structure for implementation

Stage 2

•  Exploration of faculty incentive structure for faculty training and course development

Stage 3

•  Well-established faculty incentive structure for systematic training and implementation

Formal Incentives -Poll-

What incentives does your institution provide to faculty for developing and teaching a blended learning course?

1)  Monetary stipend 2)  Course release 3)  Both A & B 4)  Neither 5)  Not sure

Formal Incentives -Poll-

Is innovative teaching or new course development valued in the promotion and tenure process at your institution?


a framework for institutional adoption and implementation ... · charles r. graham & wendy w....

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