Training and Preparing Faculty to
Teach a Blended Course
T E O DO R A HR I ST O V
SR . I N ST R U CT I O N A L DE SI GN E R
E M M A N U E L C O L L E GE , B O ST O N M A
Emmanuel College
Boston MA
• Liberal Arts College
• Catholic -­‐ Sisters of Notre Dame de Namur
• Urban
• Residential
• 2,500 students • About 2,200 undergraduates
• Graduate Programs – Nursing, Education, and Management
• About 100 tenured faculty
• About 60 adjunct faculty
Academic Technology and Innovation Group
Provides expertise in:
• eLearning design
• pedagogy
• academic technology support
Blended Learning Initiative
Proposal Questions:
1. Course Title, Number, and Description
2. Why is this course an appropriate candidate for a blended approach?
3. Summarize your current use of learning technologies
4. Estimate of Time Allocation
PREPARATION
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11 proposals
Fall 2014 semester
6 hybrid courses
240 students
Canvas/ECLearn LMS
modified class schedule
5. The Support I will need
6. Describe how you will use the blended/hybrid environment to support and sustain or improve student learning outcomes. 7. How will you measure success, and what support will you need for that assessment?
TRAINING
1. Self-­‐paced e-­‐training
2. One-­‐on-­‐one consultations on course design
3. Class visits
4. Individual help with course development
5. Group workshops on educational technologies
Blended Learning Initiative
My preparation:
• My professional and educational experience and research
• Blended Learning Toolkit | University of Central Florida
• Blended Learning Research Perspectives, Volume 2 by Anthony G. Picciano, Charles D. Dziuban, Charles R. Graham (Editors)
Major Considerations
TRAINING
1.
Self-­‐paced e-­‐training
2. One-­‐on-­‐one consultations on course design
3.
Class visits
4. Individual help with course development
5.
Group workshops on educational technologies
Blended Learning Initiative
1. Learn about blended learning.
2. Scaffold your whole course. Develop/Update the course syllabus.
3. Determine how many class meetings in a semester are sufficient.
4. Evaluate course content and learning activities and decide which lend to which environment -­‐ face-­‐to-­‐face or online. 5. Organize your own approach toward managing the blended course.
6. Set students expectations – provide direction about course organization and learning time management. 7. Build learning communities into the course design.
PREPARATION
Courses:
• Recent Moral Issues
• Intro to International Relations
• Campaign Strategies
• Strategic Management
• Intro to Business
• Intro to Microeconomics
LINK to PM spreadsheet
Blended Learning Initiative
Course d iscipline/
LMS feature
Philosophy
Inter national Politics
Course Design
X
X
Online Assignments
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Grading Rubrics
Video Materials
X
Online and Outside X
X
Peer Review
X
X
Group Work
X
X
Online Discussion
X
Collaboration
X
Politics
Strategic Intro to Manage Business
ment
X
Intro to Micro-­‐
economics
X
Resources/Events
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
TRAINING
the Philosophy professor:
Course d iscipline/
LMS feature
Recent Moral Issues
Course Design
X
Online Assignments
X
Video Materials
X
Online and Outside X
Resources/Events
Peer Review
X
Group Work
X
Online Discussion
X
Collaboration
X
Blended Learning Initiative
“Can a blended course be designed to focus on interactive learning during class time and promote careful reading of the articles outside of class time?”
TRAINING
the Politics professor:
Course /
LMS feature
Inter Relations
Design
X
Online Assignments
X
Rubrics
X
Video
X
Online and Outside X
Resources/Events
Peer Review
X
Group Work
X
Online Discussion
X
Collaboration
X
Blended Learning Initiative
“I am very excited about the prospect of using a hybrid classroom format for my Introduction to International Relations class this Fall 2014. I am hoping it will build more depth and critical thinking skills into the course since it will require students to do more independent work. “
TRAINING
the Management professor:
Course/
LMS feature
Strategic Management
Design
X
Online Assignments
X
Rubrics
X
Video
X
Online and Outside X
Resources/Events
Peer Review
X
Group Work
X
Online Discussion
X
Collaboration
X
Blended Learning Initiative
“I would like to meet with someone in Academic Technology in order assess the strength of the instructional design, assist with transferring rubrics to new assignments, and helping me refine the production quality of my lecture videos.” TRAINING
the Business professor:
Course /
LMS feature
Intro to Business
Design
Online Assignments
X
Rubrics
X
Video
X
Online and Outside X
Resources/Events
Peer Review
Group Work
Online Discussion
X
Collaboration
X
Blended Learning Initiative
“A research study (Gutierrez and Russo 2011) compared three Intro to Business courses delivered using three different formats: online, hybrid and traditional methods. The findings indicate that while the traditional course received higher ratings by students, hybrid students outperformed students in the online and traditional course. Well-­‐designed hybrid courses increase student learning.”
TRAINING
the Economics professor:
Course /
LMS feature
Intro to Microeconomics
Design
X
Online Assignments
X
Rubrics
X
Video
X
Online and Outside X
Resources/Events
Peer Review
X
Group Work
X
Online Discussion
X
Collaboration
X
Blended Learning Initiative
TRAINING
the Politics professor:
Course/
LMS feature
Campaign Strategies
Design
Online Assignments
X
Rubrics
X
Video
X
Online and Outside X
Resources/Events
Peer Review
Group Work
X
Online Discussion
X
Collaboration
X
Blended Learning Initiative
“...much of the learning goals and assessment will be extensions of the more traditional class assignments and in-­‐class participation.”
SUPPORT
• Midterm Student Survey (Qualtrics)
• Faculty Survey (Email)
• Course Evaluations (Evaluation Kit)
Blended Learning Initiative
SUPPORT
Midterm Student Survey
What is your experience so far in this hybrid course?
Delivery flexibility and time utilization versus lack of faculty interaction and technology challenges.
Blended Learning Initiative
better communication online
time flexibility
class efficiency
enhanced teacher-­‐student interaction
study workload
course organization
time management
online games
time management issues
technological issues
too much independence
unset expectations unclear criteria
less communication
SUPPORT
Faculty Survey
Instructors think student feedback is extremely helpful for modifying their hybrid course pedagogy.
Blended Learning Initiative
Instructions on assignments are explained by the instructor in class.
• Students find it challenging to work on the online assignments independently.
Hybrid format helps students learn real-­‐life challenges of online group collaboration on a project.
• Better introduction to ECLearn at the beginning of the course.
Students like the extra time working together outside of class.
Students in hybrid course outperform students in traditional course.
• Students do not take seriously out of class assignments and readings in particular.
• Better support provided by the instructor regarding time management.
SUPPORT
Course Evaluations
keyword: “hybrid”
keyword: “ECLearn”
Blended Learning Initiative