1. Hybrid Online Collaborative Learning Environments
Jennifer Courduff
EDUC8841
Dr. Jana Willis

2. The need: sustained learning in university and K-12 educational settings
Asynchronous online models offer no element of human contact and interaction
F2F models are restricted by geography and time
Lack of time during the day to collaborate
Lack of access due to district firewalls, blocking of collaborative websites
3. The solution
Development of distributed learning
Combination of face-to-face and online
Extends opportunities for student/faculty interaction
Incorporates simulations and visualizations
Incorporates collaborative learning
http://supportblogging.com/Links+to+School+Bloggers
http://ateacherswrites.wordpress.com/about-this-blog/
Uses multiple technology resources as teaching and learning tools
Accommodates multiple learning needs and styles
4. Benefits
Exploration access and explore information
Experience synchronous and asynchronous
Engagement enables creative approaches to learning
Ease of use content immediately available across platforms
Empowerment student drives the learning
Effectiveness personalized learning that enables high levels of interaction between faculty and student
5. Hybrid Learning Environments
Everest Colleges and Universities: a student view
http://www.youtube.com/watch?v=JK1T4EYAMmQ
The Adventure Channel: Hybrid Learning in Theory and Action
http://www.youtube.com/watch?v=Rg4et4DtBfc
The Future of Learning Management Systems
http://www.youtube.com/watch?v=nsLgzllQ69I
6. Pedagogical Challenges
Alignment with institutions mission, vision, culture
Appropriate and ethical use of information
Information navigation learning to filter huge amounts of information
Balancing doing and knowing / playing and producing
7. Institutional benefits
Meet needs for expanded access to underserved populations
Meet needs to increase student population without new buildings
Increases revenue
Aids in institutional transformation to 21st century teaching and learning
8. Research: Theorists
Hall & Hord (Concerns-Based Adoption Model)
Hall, G. E., & Hord, S. M. (2001). Implementing Change: Patterns, principles, and potholes. Danbury: Allyn & Bacon, Incorporated.
Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. New York: New York Press.
Hall, G., & Loucks, S. (1977). A developmental model for determining whether treatment is actually implemented. American Research Journal, 14(3), 263-276.

Wenger & Lave (Community of Practice model)

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
9. Research: Current and emerging
Geoff Sheehy: http://ateacherswrites.wordpress.com/2009/02/02/the-wiki-as-knowledge-repository-using-a-wiki-in-a-community-of-practice-to-strengthen-k-12-education/
The Horizon Report: http://wp.nmc.org/horizon2009/
Project Tomorrow: http://www.tomorrow.org/
Oblinger, D. G., Barone, C. A., & Hawkins, B. L. (2001). Distributed education and its challenges: An overview. American Council on Education and Educause.
10. Timeline
11. Timeline
12. Timeline
13. Timeline
14. Timeline
15. S-Curve
16. Pew Internet and American Life Project
http://www.pewinternet.org/Reports/2005/The-Future-of-the-Internet/06-Looking-back-looking-forward/01-Where-has-the-internet-fallen-short-of-expectations.aspx?r=1#
17. Student Perspectives
Blackboard K-12 Student Perspectives
http://www.youtube.com/watch?v=SHVs_C888Jc
18. Keys to change: The players
Although, on the surface, distributed learning environments logically fall into a centralized model for diffusion, this is not necessarily the case.
Centralized diffusion works from a top-down philosophy.
Culturally, education is a decentralized system. Professors and teachers have great autonomy in instructional practice. They are, essentially, the sole controller of the learning environment.
Decentralized diffusion is culturally and systemically a natural fit for education.
19. Focus: Laser or spotlight?
Research suggests that change can be approached from two perspectives (Clancey, 1997; Wenger & Lave, 1991)
Laser: focusing on working with the few who will influence the many.
Spotlight: focusing on the many who will adopt eventually.
The critical role of the change agent is to use a laser to get to the spotlight. To do this, the agent must:
Be the Champion for change
Develop the need for change
Establish information exchange relationship
20. Its all about people
21. Problems in Development
Lack of e-pedagogy for hybrid learning environments
Lack of resources including time, framework (samples), training
Lack of creativity in fully using available / free technology resources such as text messaging and social networking sites
Lack of support from IT departments and leadership
My Rant on Blogs (Alvarez, personal communication, 2008).
22. Point: My Rant on Blogs
Blogs have an inherent liability risk associated with them, especially the common and popular unmoderated, publicly viewable Blog. Potentially Blogs under the direct control or even the auspices of the district can expose us to legal action ranging from defamation to wrongful death. I realize that this is a somewhat cynical view, but the key question is: Are the benefits worth the risks? In the majority of cases I think the answer is no.
This is not to say all forms of Blogging should be automatically disqualified I think exceptions can and should be made for controlled (i.e. login required), moderated or highly supervised Blogs for district employee and training use.
While recognizing the benefits that Blogs can provide our students, I believe the safety, privacy and liability risks outweigh these benefits. As an aside, I also have to express my concern that the constantly changing content of Blogs and Social Networking sites combined with their often opinionated, impassioned and gossipy nature creates a sense of immediacy that has a tendency to promote an unhealthy over-usage of the internet, especially among teens and pre-teens. (Alvarez, M., ESD Systems Analyst, Personal Communication, April 25, 2008).
23. CounterPoint from a student-champion for change
Communication is inescapable: It is part of the fabric of human existence.
It is irreversible: The reality is that once the spoken or written word is out there, it cannot be taken back.
It is complicated: Within any given exchange resides a combination of perspectives, innuendo, auditory and visual cues that lead to clear understanding or disaster.
It is contextual: It resides within relationships, environment, situation, emotion, and culture.
Above all, emerging technology resources have created a world where communication is perpetual.
24. Learning in the 21st Century
Must enable learning that is inescapable, irreversible, complicated, contextual, and perpetual.
This should be the goal of universities
This must not be considered a goal of change, but rather, of alignment to reality.
Hybrid learning environments address the needs of 21st century learners on social, psychological, and technological levels.
We cant beat em, so we better figure out how to join em.
25. A Vision of Students Today
If these walls could talk..they would set us free.
http://www.youtube.com/watch?v=dGCJ46vyR9o
26. References
Gladwell, M. (2002). The tipping point: How little things can make a big difference. New York: Little, Brown and Company.
Johnson, L., Levine, A., Smith, R., & Smythe, T. (2009). The 2009 horizon report: K-12 edition. Austin: The New Media Consortium.
Loucks-Horsley, S., & Bybee, R. W. (2000). Advancing technology education: The role of professional development. Technology Teacher , 60(2), 31-34. Retrieved from Academic Search Premier.
Miller, L., Miller, R., & Dismukes, J. (2006). The critical role of information and information technology in future accelerated radical innovation. Information Knowledge Systems Management , 63-99. Retrieved from Academic Search Premier.
Rogers, E. M. (2003). Diffusion of innovations (3rd ed.). New York: Free Press.
Sheehy, G. (2008). Using a wiki in a community of practice to strengthen k-12 eduacation. TechTrends: Linking Research & Practice to Improve Learning , 52 (6) , 55-60. Springer Science & Business Media B.V.