Charles R. Graham & Wendy W. Porter
A Framework for Institutional Adoption and Implementation of Blended Learning in
Higher Education!
Darren Hester, Orange Slice, http://commons.wikimedia.org/wiki/File:Orange_Slice.jpg
Steven Lee, Apple Doodle, http://lazlowoodbine2010.deviantart.com/art/Apple-Doodle
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), 4–14. doi:
10.1016/j.iheduc.2012.09.003 http://goo.gl/E66Q9f
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?sid&gid=3&pgid=594
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?sid&gid=3&pgid=594
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
AIGA, Information, Stairs-Up, Escalator-Up, http://www.aiga.org/symbol-signs/
Institutional BL Adoption
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/
Institutional BL Refinement
Institutional BL Adoption
3 Implementation Stages -Poll-
At 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
Scott Maxwell, Orange0156, http://www.flickr.com/photos/lumaxart/2365561306/
STRATEGY
STRUCTURE
SUPPORT
Bruce Von Stetina, Ho Scale Model Sand House, http://commons.wikimedia.org/wiki/File:Ho_scale_model_sand_house.jpg Tango!, Tool_animated, http://commons.wikimedia.org/wiki/
File:Tool_animated.gif
Matrix of BL Adoption Stages and Key Markers
Category Stage 1 - Awareness/Exploration
Stage 2 - Adoption/Early Implementation
Stage 3 - Mature Implementation/Growth
Strategy Purpose Advocacy Implementation Definition Policy Structure Governance Models Scheduling Evaluation Support Technical Pedagogical Incentives
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http://goo.gl/36vh6c
Strategy
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
Scott Maxwell, Orange0156, http://www.flickr.com/photos/lumaxart/2365561306/
Stage 1 Stage 2 Stage 3
Strategy -Poll-
Which key strategy indicator are you most interested in discussing?
1) Purpose 2) Advocacy 3) Definition
Structure
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
Stage 1 Stage 2 Stage 3
Structure -Poll-
Which key structure indicator are you most interested in discussing?
1) Governance 2) Scheduling 3) Evaluation 4) Infrastructure 5) Professional Development
Support
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
Stage 1 Stage 2 Stage 3
Support -Poll-
Which 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
• Individual faculty/ administrators informally identify specific BL benefits
Stage 2
• Administrators identify purposes to motivate institutional adoption of BL
Stage 3
• Administrative refinement of purposes for continued promotion and funding of BL
Purpose -Poll-
What is your administration’s primary purpose for implementing BL?
1) Pedagogical (improving instruction) 2) Access and flexibility 3) Cost effectiveness 4) Other
Purpose -Poll-
What is the faculty’s primary purpose for implementing BL?
1) Pedagogical (improving instruction) 2) Access and flexibility 3) Cost effectiveness 4) Other
Purpose -Question-
What 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
• Individual faculty and administrators informally advocate
Stage 2
• BL formally approved and advocated by university administrators
Stage 3
• Formal BL advocacy by university administrators and departments/ colleges
Advocacy -Poll-
Who is the primary advocate for BL adoption at your institution?
1) Administration 2) Departments/colleges 3) Faculty resource center 4) Faculty 5) Students 6) None of the above
Advocacy -Question-
How has your institution developed new BL advocates?
Definition Components • F2F + online • Reduction in seat time required • Particular BL model
Definition Stage 1
• No uniform definition of BL proposed
Stage 2
• Initial definition of BL formally proposed
Stage 3
• Refined definition of BL formally adopted
Definition -Poll-
Has your institution officially defined BL?
1) Yes 2) No 3) Not sure
Definition -Question-
How 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
• No official approval or implementation system
Stage 2
• Emerging structures primarily to regulate and approve BL courses
Stage 3
• Robust structures involving academic unit leaders for strategic decision making
Governance -Poll-
Who approves BL courses at your institution?
1) Departments/colleges 2) Center for teaching and learning 3) Distance learning unit 4) University administration 5) There is no approval process
Governance -Poll-
How 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
• No designation of BL courses as such in course registration/ catalog system
Stage 2
• Efforts to designate BL courses in registration/ catalog system
Stage 3
• BL designations or modality metadata available in registration/ catalog system
Scheduling -Poll-
Does 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
• No formal evaluations in place addressing BL learning outcomes
Stage 2
• Limited institutional evaluations addressing BL learning outcomes
Stage 3
• Evaluation data addressing BL learning outcomes systematically reviewed
Evaluation -Poll-
Does your institution use uniform evaluations for traditional and BL courses?
1) Yes 2) No 3) Not sure
Evaluation -Poll-
Do 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
• No BL-specific physical or technological infrastructure in place
Stage 2
• Physical and technological resources adapted/ expanded to facilitate BL implementation
Stage 3
• Physical and technological resources monitored and adapted/ expanded as necessary
Infrastructure -Poll-
Have you adapted or expanded your infrastructure to accommodate BL implementation?
1) Yes 2) No 3) Not sure
Infrastructure -Question-
How 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
• No course development process in place
Stage 2
• Experimentation and building of a formal course development process
Stage 3
• Robust course development process established and systematically promoted
Professional Development -Poll-
Does your institution have an instructional design process in place to help faculty design BL courses?
1) Yes 2) No 3) Not sure
Professional Development -Poll-
What is the primary source of BL professional development at your institution?
1) Online 2) Seminars/webinars 3) Course 4) One-on-one training 5) Other 6) None
Professional Development -Question-
What are the biggest challenges you face with getting BL professional development to faculty?
Support Types • Technological • Pedagogical
Support
Stage 1
• Primary focus on traditional classroom technological support
Stage 2
• Increased focus on BL/online technological support for faculty and students
Stage 3
• Well established technological support to address BL/online needs of all stakeholders
Support -Poll-
What is the primary way BL adopters receive technical support?
1) In person 2) Telephone 3) Instant messaging 4) E-mail 5) Other 6) Not sure
Support -Poll-
What is the primary way BL adopters receive pedagogical support (e.g. questions faculty have about BL after professional development concludes)?
1) In person 2) Telephone 3) Instant messaging 4) E-mail 5) Other 6) Not sure
Support -Question-
What technical or pedagogical support questions do
you anticipate from BL adopters?
Formal Incentives Types
• Financial • Time • Tenure/promotion
Formal Incentives
Stage 1
• No identified faculty incentive structure for implementation
Stage 2
• Exploration of faculty incentive structure for faculty training and course development
Stage 3
• Well-established faculty incentive structure for systematic training and implementation
Formal Incentives -Poll-
What incentives does your institution provide to faculty for developing and teaching a blended learning course?
1) Monetary stipend 2) Course release 3) Both A & B 4) Neither 5) Not sure
Formal Incentives -Poll-
Is innovative teaching or new course development valued in the promotion and tenure process at your institution?
1) Yes 2) No 3) Not sure
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