Hybrid Learning: Instructional and Institutional Implementation September 28, 2009 1:00 p.m.

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Hybrid Learning: Instructional and Institutional Implementation

Hybrid Learning: Instructional and Institutional Implementation

Veronica Diaz, PhD September 28, 2009 1:00 2:30 pm ET

Today well cover

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

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Poll

Which of these most closely describes your motivation for exploring/adopting e ploring/adopting a blended learning model?
http://answers.polldaddy.com/poll/108143/

The Hybrid Learning Instructional Delivery Model

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What is hybrid or blended instruction?

So many definitions, so little time

Face-to-Face

Hybrid

Fully Online

The Sloan-C Definition

What is the Sloan Consortiums 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.

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Technology-Mediated Course Definitions

Content Delivered Online 0% 1to29% Typeof Course
Traditional WebFacilitated

TypicalDescription

Coursewithnoonlinetechnologyused contentisdeliveredin writingor verbally. Course thatuseswebbasedtechnologytofacilitatewhatis essentiallyafacetofacecourse.Usesacoursemanagement y ( ) p g p system(CMS)orwebpagestopost coursematerials.

30to79%

Blended/Hybrid

Coursethatblendsonlineandfacetofacedelivery.Substantial portionofthecontentisdeliveredonline,typically involves onlineinteraction,andtypicallyhassomefacetofacemeetings. Acoursewheremostorallofthecontentisdeliveredonline. Typically hasnofacetofacemeetings.

80+%

Online

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

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Polls
Select the hybrid course face-toface/online ratio most considered or used at your institution
http://answers.polldaddy.c om/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.c om/poll/291651/

Hybrid Learning Data

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Consumer Experience and Preference

Sloan-C and Eduventures, 2006

Sloan-C and Eduventures, 2006

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University of Central Florida Student Data

75-80% of students who enroll in 80-90% of students who enroll in fully online courses are also Web-enhanced courses have enrolled in face-to-face courses computers at home Roughly half of students who take Most reported withdrawal reasons fully online courses work full-time Technology issues Learning style doesn't appear to Underestimation of the amount p be a predictor of who withdraws of work required for course from Web courses completion Those who choose fully online Personal conflicts courses are not necessarily independent learners, but students who succeed in all modalities
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
Source: http://pegasus.cc.ucf.edu/~rite/index.html

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

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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 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, thinking problem-solving and the ability to apply theoretical models to real-world data Were capable of more meaningful discussions on course material
Source: http://pegasus.cc.ucf.edu/~rite/index.html

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

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Data Take-Aways
Technology ownership Motivation for enrolling Success indicators/predictors R b t student support Robust t d t t 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

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NCAT Findings on Institutional Benefits

Whole-course redesign Active learning Computer-based learning resources Mastery learning On-demand help Alternative staffing
Source: Increasing Success for Underserved Students Redesigning Introductory Courses, 2005.

Success is highly correlated with

1. Institutions ability to support the hybrid instructional model and 2. A high quality, wellimplemented (and supported) faculty development program

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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
Source: UCF's Support for Teaching and Learning Online

Robust campus infrastructure Ubiquitous, universal access to computing Redundant, reliable network services Well-equipped campus ll i d labs Coordinated technical sales and support

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 y pp Tenure and promotion reconsideration

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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

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Active engagement Knowledge creation Independent learning Reflection Innovation

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

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Student Engagement
Increased communication: online and face-toface Potential to increase and extend instructorstudent 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

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Marketing
Internal marketing External marketing Defining the blend Differentiating from other eLearning options

http://learn.ucf.edu/1courses/1typ es.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)

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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

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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 g g 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 p 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

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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 f k t iti from lectures and l t d presentations to a more studentcentered 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

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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 g gy Budgeting time and starting redesign Experiencing being a hybrid student is extremely valuable

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 i j i 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 t (reinforce, new, component ( i f application)? Strategies: how will you make students accountable for the online portion?

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Hybrid Redesign Process

NCATSuccessfulCourse RedesignPrinciples 1. Redesignthewholecourse.
2. Encourageactivelearning. 3. Providestudentswithindividualizedassistance. 4. Buildinongoingassessmentandprompt (automated)feedback. 5. Ensuresufficienttimeontaskandmonitorstudent 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)

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Readings

Writing

Mo odules (exam mple)

Research

Student Team Project

Case/PBL

Assessment

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Integrating Technology

Technology and the challenges and choices?

Access Accountability Assessment Retention Whattechnologiesincreaseaccess? Whattechnologiescandocumentstudent progress? Whatstrategiescancapturesuccessful What strategies can capture successful applications? Whattechnologiesmakelifeeasier,better, moresatisfying?

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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 th i t ti it d id 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 Dont OD on IT Quality assurance

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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.wetp aint.com/?t=anon http://web20toolkit.wetpaint.com/ http://c4lpt.co.uk/Director y/ Emerging Technologies and Practices http://www.educause.edu //EmergingPracticesandLe arningTechnologies/5673 http://www.educause.edu /ELI/ELIResources/7ThingsY ouShouldKnowAbout/7495 http://www.nmc.org/horizo n

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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, 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.

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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 midstream.

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 g design. Designers and staff members review collected data, meet with instructor to determine areas in need of improvement.

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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

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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 d i i li Academic iintegrity 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

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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. 4 factors considered in fair use cases: purpose and character of your use; nature of the copyrighted work; amount and d substantiality of the portion taken; and effect of the use upon the potential market.

Stanford Fair Use Overview

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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

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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

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C 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: g
instructor-student content-student student-student (if appropriate)

Clear standards are set for instructor response and availability

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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

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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 htt // d /l /d /LEC O li 2 df Houston Community College http://online-coursedesign.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, PhD drvdiaz@gmail.com
Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be h t b shared for non-commercial, educational purposes, df i l d ti l 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.

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