The Blended Learning Toolkit: A DIY Platform for Blended Learning Faculty Development
Kelvin Thompson, Ed.D.University of Central Florida
#slnsolsummit #blendkit
@kthompso
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://bit.ly/suny12_thompson
Caveats• No widely accepted definition of blended learning• Blended = “best/worst of both worlds”• Blended learning best conceptualized as f2f-enhanced web
course• Integration of f2f and online is perhaps the most elusive of
concepts for blended instructors• Materials shared here are targeted at those transitioning
from f2f-only experience but may be applicable to those with prior online or blended experience
• No one-size-fits-all answers• Goal: Provide resources you can include in faculty
development for blended learning
3
Caveats
• Please follow along! (short urls throughout)• Polls interspersed throughout
– Text messaging (send to 37607)– Twitter (tweet to @poll)– Web site (go to http://PollEv.com/blendkit)
• Specific codes to use for each response option on each poll
• A LOT to introduce, so please jot down thoughts for the end
4
BLENDED LEARNING @ UCFAn Institutional Profile
Blended Learning at UCF
Fully Online CoursesBlended Learning Courses
n n
500% growth in blended courses
UCF Fall 2008 Headcount
33,08765.8% 7,127
14.2%2,8475.7%
3630.7% 923
1.8%1,436 2.9% 2,046
4.1%
1,3012.6%
1370.3%
8651.7%
1110.2%
“Live” Main Campus Students43,466
“Live” Rosen Campus Students2,446
Web Students11,514
“Live” Regional Students4,800
UCF Fall 2009 Headcount
“Live” Regional Students4,809
Web Students14,543
“Live” Main Campus Students45,988
33,98863.5% 8,593
16.1%3,6376.8%
3750.7% 1,030
1.9%1,497 2.8%
1,8863.6%
8271.6%
6971.3%
7821.5%
2040.4%
“Live” Rosen Campus Students2,531
34,05960.6% 10,363
18.4%4,1137.3%
4780.9%
1,2132.1%
1,490 2.7%
2,0493.6%
7581.4%
7641.4%
6951.2%
2340.4%
UCF Fall 2010 Headcount
Web Students17,172
“Live” Regional Students5,251
“Live” Rosen Campus Students2,472
“Live” Main Campus Students47,926
Blended Learning at UCF
Blended Learning 2009-2010 Academic Year
Totals since 2002
Sections 681 5,031Registrations 24,241 160,860Student Credit Hours (SCH) 70,438 476,823
Course Evaluation Ratings
Course Modality % Overall “Excellent”
Blended 51.2%
Fully Online 48.3%
Face to Face 48.2%
Lecture Capture (with classroom) 43.4%
Lecture Capture (no classroom) 41.6%
N = 672,185
Student Success Rates by Modality
Series10
10
20
30
40
50
60
70
80
90
10087
9187 88 9188
9591 91 94
88 88 86 88 88
Pe
rce
nt
Spring 09 Summer 09 Fall 09 Spring 10 Summer 10
F2F (n=618,899)
Blended (n=39,021)
Fully Online (n=109,421)
Withdrawal Rates by Modality
Series10
10
20
30
40
50
60
70
80
90
100
4 3 3 3 24 2 3 3 15 4 4 5 4
Perc
ent
Spring 09
Summer09
Fall 09
Spring 10
Summer 10
F2F (n=551,065) Blended (n=39,769) Fully Online (n=109,495)
Student Satisfaction in Fully Online and Blended Courses
39%
Fully online (N = 1,526)Blended (N = 485)
41%
11% 9%
Very SatisfiedUnsatisfiedSatisfied
Neutral
38%44%
9%
Very Unsatisfied
3%5%
1%
Per
cent
Faculty Willingness to Teach Web/Blended Courses in the Future
Positive
Neutralor
negativeOnlinen=71
BlendedN=53
Modality
81%
16%
2%
69%
13%
10%6% 4%
DefinitelyProbablyProbably notDefinitely not
OVERVIEWThe Blended Learning Toolkit
16
UCF/AASCU NGLC Project Overview
• Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems
• Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income)
17
Scale UCF Model of Blended Learning
• Across 20 AASCU institutions and 11 states
18
PartnersIndividual Institutions State Coordinating Institutions State Participating Institutions
Columbus State University Missouri Harris-Stowe State University
Fayetteville State University
Southeast Missouri State University
Lincoln University of Missouri
Grambling State University Missouri Southern State University
Northwestern State University (LA) Missouri State University
Indiana University Kokomo University of Missouri-St. Louis
Texas A&M University-Corpus Christi Alabama University of North Alabama
The College at Brockport, State University of New York
Troy University University of South Alabama
Thomas Edison State College Minnesota St. Cloud State University
University of Maine at Fort Kent Winona State University
19
20
Project Overview• An open educational resource (OER) Blended
Learning Toolkit containing:– Best practices, strategies, models, and course
design principles.– Two OER prototype courses in Composition and
Algebra. – Faculty development resources– Assessment and data collection protocols, including
survey instruments and standards.
21
Goals for BlendKit Course
• Design and develop your blended learning course
• Consideration of key issues related to blended learning and practical guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institutions).
22
BlendKit Course Materials
• Instructional modules• BlendKit Reader• Do-It-Yourself design tasks• Recordings of interdisciplinary faculty interviews• Recordings of online webinar discussions with
faculty group
http://bit.ly/blendkit 25
GUIDED TOURBlendKit Course Materials
26
BlendKit Reader
• Designed to stimulate scholarly reflection/discussion
• “Questions to Ponder” for each chapter• Drawn from Creative Commons licensed material
(except as noted) plus original content• Five chapters (7-14 pages each)• Available in html, pdf, and ebook (mobi & epub)
http://bit.ly/blendkit_reader 27
Recordings
• Interdisciplinary faculty from three institutions:– Instructor audio interviews [10 minutes each]– Webinar sessions with Q&A [30 minutes each]
• Understanding Blended Learning• Blended Interactions• Blended Assessments of Learning• Blended Content & Assignments• Quality Assurance
http://bit.ly/blendkit_recordings 33
DIY Tasks
• Step-by-step guides for many common development tasks– Explanations– Templates– Examples
• Five broad tasks with at least 2 sub-tasks each• Substantive in specificity!
http://bit.ly/blendkit_diy 38
DIY Tasks
Task 01: Conceptualize Your Blended Learning CourseTask 02: Design for Interaction in Your Blended Learning CourseTask 03: Decide Upon Assessments of Learning in Your Blended Learning CourseTask 04: Develop Content/Assignment Pages for Your Blended Learning CourseTask 05: Assure Quality in Your Blended Learning Course
http://bit.ly/blendkit_diy
39
COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course
40
41
42
43
44
45
Course Blueprint
• Easily by-passed, but don’t!• High level overview mapping course goals to
assignments• Use electronic version or just do it on a piece of paper
– Word template looks cool but doc versions may cause problems
• May be “in your head,” but get it out on paper• Ignore delivery mode (f2f v. online) initially
– Focus on identifying the best activities to achieve the course goals
46
MIX MAPTask 01: Conceptualize Your Blended Course
47
48
49
50
Mix Map• Identify a mode (f2f, online, both) for all components• Suggested approach – online course with face-to-face
enhancements• How to decide on delivery mode:
– Start with your absolutes - What has to be delivered face-to-face or online? What works best in one environment v. the other?
– Next – What will work in either environment?– Note: You may need to modify an existing activity to fit a new
delivery mode. (See Task 3)
• Map out your overall strategy paying particular attention to how the two environments integrate– Integration is the single most challenging issue in blended learning!
51
CREATE COURSE DOCUMENT DRAFTS
Task 02: Design for Interaction
52
53
54
55
56
Create Course Documents
• Emphasis on single-purpose online documents (Neidorf, 2006)
• Making the formerly implicit (f2f) explicit (online)
• Clear articulation of student expectations• Some people prefer “print-friendly”
versions (e.g., pdf) over HTML – TIP: See accessibility guidelines!
57
USING ZAPTTask 02: Design for Interaction
58
59
60
61
62
Using Zapt
• HTML is truly cross-platform (all can view)• Accessible HTML avoids weird code• Zapt tool is very easy if initial set-up doesn’t
scare you away!• Note: Formatting instructions (CSS files) are
housed on UCF servers– Pro: Immediate set-up– Con: Must upload to preview
Trusting that we’ll keep them online63
MODULE INTERACTION WORKSHEET
Task 02: Design for Interaction
64
65
66
67
68
Module Interaction Worksheet
• Builds upon Blueprint and Mix Map tasks• Sets the stage for Creating Module Pages• Assumes that one will be developing
online modules– Several questions useful for designing
interaction independent of module– Possibly think “weeks” instead of modules
• Another opportunity to consider integration of f2f and online
69
ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning
70
71
72
73
Assignment Instructions• Remember to revise Blueprint and Course Docs as ideas evolve!
• Goal: Standalone documents with perfect clarity of expectations• The clearer the written communication, the more time is freed for f2f activities.
• Goal: Make the formerly implicit explicit– However, written instructions could be distributed f2f or online.
• Make sure students understand how each assignment links online and f2f • Do not duplicate assignments or content between f2f and online
– Ex: Reading assignments as homework and then cover content in class. Make sure class discussion covers items subject to confusion and expands on reading through examples, case studies, etc.
– If online assignment is an extension of f2f discussion/activity, ensure students understand what needs to be added or expanded in the online assignment.
74
CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning
75
76
77
Configure Online Quiz Settings
• A primer for online assessment– Minimize motivation for cheating– Examine biases for assessment in one mode
over another– Make assumptions explicit (e.g., collaboration,
etc.)– Opportunity to review cognitive level of existing
assessments
• Specifics will be determined by your CMS/testing software
78
CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages
79
80
81
82
83
Create Module Pages
• A possible extension of earlier Assignment Instructions and Module Interaction tasks
• Goal: Standalone documents with perfect clarity of expectations
• The clearer the written communication, the more time is freed for f2f activities.
• One cohesive whole from which students may access assignment instructions, course content, etc.
84
MODULE TEMPLATETask 04: Develop Content/Assignment Pages
85
86
87
Module Template
• Use as a starting point• Decide upon all elements to include in your
modules (e.g, objectives, content, references)• Use Word style sheet (e.g., “Heading 1,” etc.)• Review Assignment Instructions for possible
module headings/sub-headings• Maintain consistency from one module to next• Use Zapt to generate accessible HTML if you
wish
88
BLENDED COURSEIMPLEMENTATION CHECKLIST
Task 05: Assure Quality
89
90
91
Implementation Checklist
• Very generic steps!• Incorporate your institution’s requirements• Structured approach is reminiscent of managing
an online course (may feel unusual for f2f)• Note numerous cues for fostering integration of
f2f/online• Note emphasis on iterative design (e.g., simple
design feedback collection punch list for next version)
92
BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORM
Task 05: Assure Quality
93
94
95
96
97
Self-Assessment/Peer Review Form
• Many elements are common to courses in all modes
• Blended-specific sections– First (“Course Expectations”)– Last (“Implementation of Blended”)
• Evaluate it yourself, but there’s no substitute for a new set of eyes!
• Identify a trusted colleague • Note evaluation of design vs. implementation
98
Instructional Modules
• Pulls together all BlendKit Course materials (readings, tasks, etc.)
• Each module anchored to– one focus question– 3-4 learning objectives
http://bit.ly/blendkit_activities 100
FACULTY DEVELOPMENT LESSONS LEARNED
107
BlendKit2011
• Open online course focused on blended learning– Publicly accessible readings, document templates, and
how-to instructions
+– Five weeks of facilitation:
• Weekly encouraging messages• Weekly 30 min. webinars featuring guest blended learning
instructors & discussion with others• Weekly reading/activity reflection prompts for blogging (more
interaction with others).• Social networking opportunities for more interaction
108
Why an Open Online Course?
• Open materials may be used at any time for self-study well beyond the NGLC grant period
• No differences in course management systems to get in the way of the course
• Easier for participants to self-select course components with which to engage
• More diverse group, larger number of participants with whom to interact
109
= NGLC Institution= Non-NGLC Institution
110
Lessons Learned
• Many participants would’ve preferred more structure
• Next time: Use CMS as home base• Consider more traditional participation
roles– Successful completion = submitting required
assignments– Auditing = all other participation
• Consider implementing open badges111
BlendKit2012?
• Possibly offering another cohort option in summer 2012
• Get on the mailing list: http://bit.ly/blendkit_mailinglist
Ideas for Adaptation
• Use the BlendKit Reader for discussion group• Link to specific components as you wish• All materials are licensed for reuse/remixing
– Download, edit, and upload to your own web site– Modify materials and send copies to us for
uploading
• Other ideas?• Contact us for brainstorming!
113
Blended Teaching Strategies
Teaching Online Pedagogical Repositoryhttp://topr.online.ucf.edu
What Is It?
a resource to support the curation of effective pedagogical practices in online and blended courses
individual entries include:• strategy description drawn from the pedagogical
practice of online/blended teaching faculty • artifacts depicting the strategy from actual courses• alignment with cited findings from research or
professional practice literature
All released for reuse/remix under Creative Commons
• 30+ published strategies relevant to online and blended courses
• New strategies added/updated regularly• Categorized by Content, Interaction, or Assessment• Get ideas for your blended course design!
QUESTIONS?COMMENTS?DISCUSSION?
118
Thanks!
Kelvin Thompson, [email protected] (connect to faculty dev. group)http://twitter.com/kthompsohttps://profiles.google.com/drkelvinthompson
Slides: http://bit.ly/suny12_thompson
http://bit.ly/blendkit
Top Related