Вы находитесь на странице: 1из 59

A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education!

Charles R. Graham & Wendy W. Porter


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), 414. doi: 10.1016/j.iheduc.2012.09.003 http://goo.gl/E66Q9f

Darren Hester, Orange Slice,


http://commons.wikimedia.org/wiki/File:Orange_Slice.jpg

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


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?

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?

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/

3 Implementation Stages

Stage 1:
Awareness &
Exploration

Stage 2:
Adoption & Early
Implementation

Stage 3:
Mature Implementation
& Growth

Institutional BL Adoption

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

3 Implementation Stages

Stage 1:
Awareness &
Exploration

Stage 2:
Adoption & Early
Implementation

Stage 3:
Mature Implementation
& Growth

Institutional BL Adoption

Institutional BL Refinement

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

3 Implementation Stages
-PollAt 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

STRATEGY STRUCTURE SUPPORT


Scott Maxwell, Orange0156, http://www.flickr.com/photos/lumaxart/2365561306/ Tango!, Tool_animated, http://commons.wikimedia.org/wiki/ File:Tool_animated.gif Bruce Von Stetina, Ho Scale Model Sand House,
http://commons.wikimedia.org/wiki/File:Ho_scale_model_sand_house.jpg

Matrix of BL Adoption Stages and Key Markers


Category Strategy Purpose Advocacy Implementation Definition Policy Structure Governance Models Scheduling Evaluation Support Technical Pedagogical Incentives Stage 1 - Awareness/ Exploration Stage 2 - Adoption/Early Implementation Stage 3 - Mature Implementation/Growth

Click to download handout: http://goo.gl/36vh6c

Strategy

Stage 1

Stage 2

Stage 3

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

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

Strategy
-PollWhich key strategy indicator are you most interested in discussing? 1) Purpose 2) Advocacy 3) Definition

Structure

Stage 1

Stage 2

Stage 3

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
-PollWhich key structure indicator are you most interested in discussing? 1) 2) 3) 4) 5) Governance Scheduling Evaluation Infrastructure Professional Development

Support

Stage 1

Stage 2

Stage 3

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
-PollWhich 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 Stage 2 Stage 3

Individual faculty/ administrators informally identify specific BL benefits

Administrators identify purposes to motivate institutional adoption of BL

Administrative refinement of purposes for continued promotion and funding of BL

Purpose
-PollWhat is your administration s primary purpose for implementing BL? 1) 2) 3) 4) Pedagogical (improving instruction) Access and flexibility Cost effectiveness Other

Purpose
-PollWhat is the faculty s primary purpose for implementing BL? 1) 2) 3) 4) Pedagogical (improving instruction) Access and flexibility Cost effectiveness Other

Purpose
-QuestionWhat 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 Stage 2 Stage 3

Individual faculty and administrators informally advocate

BL formally approved and advocated by university administrators

Formal BL advocacy by university administrators and departments/ colleges

Advocacy
-PollWho is the primary advocate for BL adoption at your institution? 1) 2) 3) 4) 5) 6) Administration Departments/colleges Faculty resource center Faculty Students None of the above

Advocacy
-QuestionHow has your institution developed new BL advocates?

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

Definition
Stage 1 Stage 2 Stage 3 No uniform definition of BL proposed Initial definition of BL formally proposed Refined definition of BL formally adopted

Definition
-PollHas your institution officially defined BL? 1) Yes 2) No 3) Not sure

Definition
-QuestionHow 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 Stage 2 Stage 3

No official approval or implementation system

Emerging structures primarily to regulate and approve BL courses

Robust structures involving academic unit leaders for strategic decision making

Governance
-PollWho approves BL courses at your institution? 1) 2) 3) 4) 5) Departments/colleges Center for teaching and learning Distance learning unit University administration There is no approval process

Governance
-PollHow 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 Stage 2 Stage 3

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

Efforts to designate BL courses in registration/ catalog system

BL designations or modality metadata available in registration/ catalog system

Scheduling
-PollDoes your institution have a catalog designation identifying BL course offerings? 1) Yes 2) No 3) Not sure

Evaluation
Approaches Existing evaluations BL-specific evaluations

Evaluation
Stage 1 Stage 2 Stage 3

No formal evaluations in place addressing BL learning outcomes

Limited institutional evaluations addressing BL learning outcomes

Evaluation data addressing BL learning outcomes systematically reviewed

Evaluation
-PollDoes your institution use uniform evaluations for traditional and BL courses? 1) Yes 2) No 3) Not sure

Evaluation
-PollDo 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 Stage 2 Stage 3

No BL-specific physical or technological infrastructure in place

Physical and technological resources adapted/ expanded to facilitate BL implementation

Physical and technological resources monitored and adapted/ expanded as necessary

Infrastructure
-PollHave you adapted or expanded your infrastructure to accommodate BL implementation? 1) Yes 2) No 3) Not sure

Infrastructure
-QuestionHow 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 Stage 2 Stage 3

No course development process in place

Experimentation and building of a formal course development process

Robust course development process established and systematically promoted

Professional Development
-PollDoes your institution have an instructional design process in place to help faculty design BL courses? 1) Yes 2) No 3) Not sure

Professional Development
-PollWhat is the primary source of BL professional development at your institution? 1) 2) 3) 4) 5) 6) Online Seminars/webinars Course One-on-one training Other None

Professional Development
-QuestionWhat are the biggest challenges you face with getting BL professional development to faculty?

Support
Types Technological Pedagogical

Support
Stage 1 Stage 2 Stage 3

Primary focus on traditional classroom technological support

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

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

Support
-PollWhat is the primary way BL adopters receive technical support? 1) 2) 3) 4) 5) 6) In person Telephone Instant messaging E-mail Other Not sure

Support
-PollWhat is the primary way BL adopters receive pedagogical support (e.g. questions faculty have about BL after professional development concludes)? 1) 2) 3) 4) 5) 6) In person Telephone Instant messaging E-mail Other Not sure

Support
-QuestionWhat technical or pedagogical support questions do you anticipate from BL adopters?

Formal Incentives
Types Financial Time Tenure/promotion

Formal Incentives
Stage 1 Stage 2 Stage 3

No identified faculty incentive structure for implementation

Exploration of faculty incentive structure for faculty training and course development

Wellestablished faculty incentive structure for systematic training and implementation

Formal Incentives
-PollWhat incentives does your institution provide to faculty for developing and teaching a blended learning course? 1) 2) 3) 4) 5) Monetary stipend Course release Both A & B Neither Not sure

Formal Incentives
-PollIs innovative teaching or new course development valued in the promotion and tenure process at your institution? 1) Yes 2) No 3) Not sure