hybrid learning: instructional and institutional implementation veronica diaz, phd september 28,...

Hybrid Learning: Instructional and Institutional ImplementationVeronica Diaz, PhDSeptember 28, 20091:00 – 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/

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…

Hybrid

The Sloan-C Definition

What is the Sloan Consortium’s definition?

“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.com/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/

Hybrid Learning Data

Consumer Experience and Preference

Consumer Experience and Preference

Sloan-C and Eduventures, 2006

Sloan-C and Eduventures, 2006

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.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.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.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.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

Questions?

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Addressing Institutional Needs and Challenges

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 staffingSource: 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

Emerging Technologies and the Net Gen Student

Mapping Emerging

Technologies to 21st Century Skills

Active engagement

Knowledge creation

Independent learning

Reflection

Innovation

Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

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/1types.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

Questions?

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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)

Mod

ule

s (exam

ple

)

Integrating Technology

Technology and the challenges and choices?

Access What technologies increase access?

Accountability What technologies can document student progress?

Assessment What strategies can capture successful applications?

Retention What 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

Synchronous

Chat

Virtual classroom

Real time meetings

Voice chats

Web conferencing

Instant messaging

Web 2.0 Resources

Web 2.0 Tool guides

http://elearningtools.wetpaint.com/?t=anon

http://web20-toolkit.wetpaint.com/

http://c4lpt.co.uk/Directory/

Emerging Technologies and Practices

http://www.educause.edu//EmergingPracticesandLearningTechnologies/5673

http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAbout/7495

http://www.nmc.org/horizon

The Student Experience

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.

Faculty Development Options

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 Considerations

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

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.

About Creative Commons

Finding Safe Content

Find Creative Commons work: 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

Yahoo! : http://search.yahoo.com/search/options illustrates how you can limit your search results to Creative Commons-licensed works

Quality Assurance

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

Alignment of Key

Components

Course Peer Review Process

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

Illinois Online Network 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

Houston Community College http://online-course-design.pbworks.com/f/Online_Course_Rubric08.pdf

Craven Community College http://www.cravencc.edu/CCCDERubric20082009_1.rtf

Note: May need to cut and paste some links into browser.

Questions?

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Contact Information

Veronica M. Diaz, PhDdrvdiaz@gmail.com

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.