Hybrid Learning meets
Web 2.0: (re)designing a
Hybrid Course with
Emerging Technologies for
the Net Generation Learner
Veronica Diaz, PhD, Maricopa Community Colleges
Jennifer Strickland, PhD, Mesa Community College
Naomi Story, PhD, Mesa Community College
Sloan-C International Symposium on
Emerging Technology Applications for Online Learning
San Francisco, CA :: June 2009
Introductions
Today’s seminar
1. Overview of hybrid learning
2. Institutional implementation
3. Faculty development and web 2.0
hybrid learning
4. Resources
5.
http://ablendedmaricopa.pbworks.com/
POLL: We are offering hybrid/blended
courses at our institution as
1.
2.
3.
4.
5.
6.
10% of our offerings
20% of our offerings
30% of our offerings
40% of our offerings
50% of our offerings
Haven’t determined yet
POLL: Assuming your
institution is
considering the
implementation of a
blended learning
model, select the most
important item that
you hope the model
will address
1.
2.
3.
4.
5.
6.
7.
Access
Affordability
Retention
Student learning
Instructor flexibility
Accountability
Other
Activity
CREATE YOUR INSTITUTIONS
https://ablendedhe.pbworks.com
Username
wikiuser0001
wikiuser0002
wikiuser0003
wikiuser0004
wikiuser0005
wikiuser0006
wikiuser0007
Password
wiki1
wiki2
wiki3
wiki4
wiki5
wiki6
wiki7
•
•
•
•
•
Control
Type
Carnegie class
Enrollment
Student body
characteristics
–
–
–
–
Gender
Average age
PT/FT
Preparation
• Faculty characteristics
– Hybrid experience
– FT/PT
– experience
• Institutional
– College support/structured
– Enrollment trends
– Professional development
• Development model
– Pay/apply/prepare
• Faculty support
– Motivation for hybrid
implementation
• Technology
– CMS
– Web 2.0
– Other
• Infrastructure
• Other
Part !
HYBRID LEARNING 101
Rationale
Faculty
Development
Blended
Process
Implementation
Course
Redesign
What is blended learning?
• Blended 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.
Blended Format Definitions
Proportion of
Content Delivered
Online
Type of Course
0%
Traditional
1 to 29%
Web Facilitated
Course which 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 the
syllabus and assignments, for example.
30 to 79%
Blended/Hybrid
Course that blends online and face-to-face delivery.
Substantial proportion of the content is delivered
online, typically uses online discussions, and typically
has some face-to-face meetings.
80% +
Online
A course where most or all of the content is delivered
online. Typically have no face-to-face meetings.
Sloan-C, 2007
Typical Description
Course with no online technology used — content is
delivered in writing or orally.
The Sloan Consortium
NATIONAL DATA REPORTS
Institutional Support
1. Accommodate more students without adding
resources
2. Free up faculty members to offer other courses and
programs of study that are in demand
3. Increase student retention and meet goals for student
achievement [add underprepared report here]
4. Decrease time to graduation by adding additional
seats in bottleneck courses
5. Improve consistency and quality across multiple
sections
6. The National Center for Academic Transformation
Institutional Opportunities
1. Greater visual, individual,
and hands-on learning
5. Linking work and learning
2. Self-determined blended
learning
7. Blended learning course
programs
3. Increased connectedness,
community, and
collaboration
8. Changed instructor roles
4. Increased authenticity and
on-demand learning
6. Changed calendaring
9. The emergence of blended
learning specialists
10. Mobile blended learning
and emerging technologies
Source: Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning: Global Perspectives,
local designs. San Francisco, CA: Pfeiffer Publishing.
Student Engagement and Learning
• Discussions started in
class may be continued
online
• Integration of out-of- and
in-class activities allows
more effective use of
traditional class time
• Students who rarely take
part in class discussions
are more likely to
participate online
• Increased
connectedness with
students
• Communicate online
and face-to-face
• Potential to increase
and extend instructorstudent and studentstudent connectivity
Blended Learning and the
Net Generation Learner
• A safe way to explore online
learning
• Attractive alternative to F2F
instruction
• A good match for the Net Gen’s
visual, exploratory, participative
learning preferences
• Improved student engagement
and achievement
POLL: Indicate the most popular
emerging or web 2.0 technologies in
use at your institution
1.
2.
3.
4.
5.
6.
7.
8.
9.
Microblogging
Video
RSS
Podcasting
Blogs
Wikis
Social bookmarking
Document sharing
Social networking
Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg
•
•
•
•
•
Active engagement
Knowledge creation
Independent learning
Reflection
Innovation
Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Available at
http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf
MICHAEL WESCH: MEDIATED CULTURES COURSE SITE
Web 2.0 and Affordances with Students
• Students are more
comfortable with and
have a tolerance for
“figuring” out the
technology
• Students can deal with
trial and error approach
to use and change in
general
• Students have a broad
exposure to a variety of
different tools
Web 2.0 Tool Videos
•
•
•
•
•
Blogs
Wikis
Social bookmarking
Social networking
Social media
•
•
•
•
•
RSS
Podcasting
Web searches
Google Docs
Google Reader
Case example
MESA COMMUNITY COLLEGE &
HYBRID LEARNING
Institutional Questions
• What drove the
adoption of the hybrid
learning model
• People involved in the
initiative and the
organizational flow
• Budget, outcomes and
future hopes
• Select your hybrid learning institutional definition.
ACTIVITY
BREAK
Part II
INSTITUTIONAL IMPLEMENTATION
POLL: Our institution is
supporting Web 2.0
through our faculty
member development
efforts
1. Yes
2. No
Technology Adoption Lifecycle
http://techticker.net/2008/06/06/technology-adoption-lifecycle/
Web 2.0 Faculty Development
• Who are you serving
with Web 2.0 initiatives
• Menu of diverse
learning technology
offerings
• Teaching and learning
objectives
• Supporting Web 2.0
Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
WEB 2.0 CLASSIFICATIONS
Communicative To share ideas, information, and
creations
• Blogs
• Audioblogs
• Videoblogs
• IM-type tools
• Podcasts
• Webcams
Collaborative
To work with others for a specific
purpose in a shared work area
• Editing/writing tools
• Virtual communities of practice
• Wikis
Documentative
To collect and/or present evidence
of experiences, thinking over time,
productions, etc.
• Blogs
• Videoblogs
• E-portfolios
Generative
To create something new that can
be seen and/or used by others
• Mashups
• VCOPs
• Virtual Learning Worlds
Interactive
To exchange information, ideas,
resources, materials
• Learning objectives
• Social bookmarking
• Virtual communities of practice
• Virtual Learning Worlds
Source: http://c4lpt.co.uk/Directory/
Within the institution
 Less, but most
popular/common tools
 Tool selection
Out of the institution
 Supporting Web 2.0
with Web 2.0ish
support
A Network of
Support
• Web 2.0 Tool guides
– http://elearningtools.wetpaint
.com/?t=anon
– http://web20toolkit.wetpaint.com/
– http://c4lpt.co.uk/Directory/
– [add wiki tech link]
• Emerging Technologies
and Practices
– http://www.educause.edu//Eme
rgingPracticesandLearningTechn
ologies/5673
Web 2.0 Considerations
• Tools not necessarily
developed for an
educational audience
• No obligation to users
• Ever-changing
• Require separate
logins/accounts/fragment
ation
• No centralized
institutional support
(usually)
• Reliance on internet
connection (high speed)
• Lack of security
• Learning curve
• Variety of use and
selection of tools could
overwhelm students; lack
of a common experience
across courses
• Intellectual
property/copyright issues
Instructional Technology Challenges
• The technology-adoption cycle
• Lack of integrated technology
tools
• Learners’ changing expectations
• Institutional changes to
technology commitments
© Diaz, 2008
• How will you support innovation in instruction, specifically
with the use of Web 2.0 tools?
• How will you diffuse the innovation of innovators and early
adopters to other faculty members at your institution?
ACTIVITY
POLL: Is your institution
surveying the learning
technology tools your
faculty members are
using?
1. Yes
2. No
POLL: Is your institution
surveying the learning
technology tools your
students are using?
1. Yes
2. No
Emerging Technology Use
• Student and faculty surveys
– Use of tools
– Teaching approaches
– Demographic information
(age, gender, years of
study/employment, and
program of study)
• Student and faculty focus
groups or observation
– Classroom use of technology
– Use of course management
systems
– Preferences, limitations, and
needs
• Document analysis
–
–
–
–
Annual reports
Lesson plans
Web pages
PowerPoint presentations or
course handouts can indicate
areas of technology use and
can reveal instructional styles
• ECAR Study of
Undergraduate Students
and Information Technology
Student Readiness
Assessment Strategies
Formal
• eLearning website
• Screening surveys
– Pre and post enrollment with
feedback
• Debunking incorrect
impressions
Informal
•
•
•
•
FAQs
Examples
Pros/Cons
Testimonials
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)
Attitude toward the nature of
learning online
Readiness Means…
1. Determining who is ready
2. Ready now = start course
3. Not ready now =
1.
2.
Getting ready via tutorials, etc. or
Redirecting to other delivery modes
UCF Learning Online
Students are most successful when
they have the following characteristics:
• Informed self selection
• Responsible 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
Communication (aka marketing)
•
•
•
•
Internal marketing
External marketing
Defining the blend
Differentiating from
other eLearning
options
• Scheduling
– Courses
– Programs
Quality in the Blend
• Blended learning life cycle and quality
– Old way
– The budget crisis and quality assurance
•
•
•
•
Faculty support
Student support
Accreditation
Quality Assurance Resources
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
• How will you ensure that your hybrid courses and programs
are of high quality?
ACTIVITY
Case example
MESA COMMUNITY COLLEGE &
HYBRID LEARNING
Organizational Change and Leadership
• Creating, redefining, and
clarifying the college
climate/culture and rules
for institutional
transformation
• Collaboration, inclusivity,
and wisdom of data
• Diminishing fear and solo
fliers
BREAK
Part III
FACULTY DEVELOPMENT PROGRAMS
AND WEB 2.0 INFUSED HYBRID
LEARNING
• Need for immediate
feedback
• Field or class
experience
• Interaction with real
things
• Discipline-specific
• Critical thinking
• Technology
F2F
Learning
Outcomes
% of time
Online
• Connecting sessions
• Managing time/staying on task
• Distribution of assignments and
assessments
• Equitable workload for teacher
and learner
Source: 10 Blended Questions to Consider, UWM
• Meaningful interaction
• Skills and abilities of learner
• Supports required for
technology
• Affordance of technology
What the faculty might think
• Looking for specific
answers
• See online work is an addon
• Assume classroom is for
lecture, online for
discussion and activities,
and finals for assessment
• Believe they must cover
the same amount of
material
• Temptation to make only
incremental changes
• Temptation to create a
course and a half
• Temptation to revamp just
the out-of-class
components
• Temptation to ignore
opportunities for greater
depth
• Others??
Redesign work
• Defining the blend (as an
instructor and as an
institution)
• Rethinking how to use class
time
• Rethinking how to facilitate
online interaction
• Learning more about
technology
• Need to budget time, and
start redesign
• Experiencing being a student
is extremely valuable
BLENDED LEARNING 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 Process Overview
• New course or existing
course (online or face-toface)
• 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?
Redesign tools
• Mapping Your Course
• Organizing the course
–
–
–
–
–
–
Objectives
Modules
Schedule
Lessons
Readings
Topics
Instructional
Strategies
Learning
Activities
Assessment
Techniques
Objectives
Modules (example)
Readings
Video
Writing
Student
Team Project
Case/PBL
Assessment
Activity
What organizational
strategies are
needed to support
course redesign?
Blended course examples
•
American National Government (UCF)
•
Introductory Astronomy (UCB)
•
•
English Composition (BYU)
Economic Statistics (UIUC)
•
•
General Psychology (CSU Pomona)
General Chemistry (UI)
•
•
Computer Programming (Drexel U)
Intermediate Spanish Transition (UTK)
•
•
Elementary Statistics (Penn State U)
General Chemistry (UWM)
•
•
Introductory Spanish (Portland State U)
College Composition (Tallahassee CC)
•
•
Elementary Algebra (Riverside CC)
Computer Literacy (U of Buffalo, SUNY)
•
Six Innovative Course Redesign Practices
Faculty Development Options
•
•
•
•
•
Mandatory vs required
Application to teach
Release time
Reassigned time
Mentors
• Course development
– One at a time
– Best of breed
•
•
•
•
•
•
Central training
Department training
2 step process
Experiential
Overview
Summer institute
Possible Components
•
•
•
•
•
•
•
•
•
What is blended learning
Learning objectives
Modules
Course redesign
strategies
Classroom assessment
and techniques
Rubrics
Learning technology
Online discussion
Building community
•
•
•
•
Student readiness
Student success
Student crisis points
Student teams and other
collaborations
• Academic integrity online
• Copyright issues
Selecting and Implementing
Emerging Technologies
• Know who/where you are and
who/where you want to be
[roadmap]
• Know your students
• Know your challenges [support]
• Treat technology as a means and an
end [don’t OD on IT]
• Collect and USE data, data, data
• Support what you implement, and
implement what you are able to
support
Supporting the faculty
• Release time: 1-2
semesters
• Role models and
examples
• Learning technologies
• Disciplinary
communities of practice
• Technology has added a
layer of “policing”
• New learning
environment is rich in
and out of classroom
• Intellectual property
issues
Implementation Best Practices
• Ongoing institutional
commitment to the
redesign
• Initial and ongoing faculty
consensus
• Support instructors, and
other support staff
• Technological
infrastructure
• Quality assurance:
peer review
• Faculty disciplinary
communities of
practice
Blended Learning 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
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?
TECHNOLOGY AND THE
CHALLENGES AND CHOICES?
Technology: enriching instruction
and 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.
•
•
How will you support students in this learning model?
How will you market your blended model to students?
ACTIVITY
Veronica M. Diaz, PhD: veronica.diaz@domail.maricopa.edu
Jennifer Strickland, PhD: jennifer.strickland@mcmail.maricopa.edu
Naomi Story, PhD: naomi.story@mcmail.maricopa.edu
Copyright Diaz, Strickland, Story, 2009. This work is the intellectual
property of the authors. 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 authors.
CONTACT US