1. Faculty Learning Community Perspectives on Blended Course Development
10th Annual SloanConsortium Blended LearningConference &Workshop
July 8-9, 2013
2. What is the role of ‘community’ in
the design of blended learning?
#blended27063 #blend 13 @sloancblended
3.
4.
5. FLC One:
Collaborative course development and
feedback while implementing.
FLCTwo:
Create a useful online resource for thoughtful
development of blended courses.
6. What new pedagogies
are required for blended
course design?
What are the effects of
blended learning on
faculty teaching load?
What tools best support
cohesion, collaboration, co
mmunication, feedback, and
assessment?
What does research tell
us that will inform the
next generation of
blended course
development?
How can we inform and
change attitudes and
perspectives of faculty
and students to support
learning through
technology?
7. Showcase the:
impact of PD from faculty perspective
support while engaging in a FLC
variety of design approaches
web-based faculty resource guide
9. Weekly instructor videos
Blackboard
Individualized study
Blackboard and other resources of
choice
Building group project
portfolio
Google Sites (Google
Drive and Google Forms)
Google-based
collaboration and
conversations
Google Sites and Google
Drive / Google +Extension links /
support documents
Blackboard,Google
Drive / Google +
Personal reflection
Google Sites /
Google + Self, peer, instructor
feedback and assessment
Google Forms and Google
Sites
CONNECTED
LEARNING
10. Impact
Core course for unit
Support
Emails/Communication
Blended Approach
Asynchronous Online
Blackboard
SoftChalk tutorials
CTE Programs
OCDI
Mentorship
Brown Bags
Blackboard site: Suggested weekly schedule, quizzes
Online tutorials
Multimedia as advance organizer for main concepts,
Instructor video intro,
Narrated presentations,
Formative assessments,
Flashcard app,
Blog feed with topics related to content of unit
11.
12.
13.
14. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
15. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
16. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
17. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
18. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
19. Impact
More than Blackboard
Satellite program
Support
Sustained engagement
Faculty flexibility
Program growth
Blended Approach
Synchronous Online/
On-Campus
Wimba/Collaborate
CTE Programs
OCDI (x 2)
Summit
Mentoring
Brown Bags
20. Impact
• Campus-wide
innovation
Support
• Network of
educator/learners
Blended Approach
• Asynchronous
online
supplementation
via Blackboard
CTE Programs
• OCDI
How can a blended course
optimize and enhance the
acquisition of academic listening
skills?
Faculty-friendly and easily
adaptable content
Design linked to curricular
objectives rather than text-
specific
21. Source: Blended Learning Model Definitions
(Clayton Christensen Institute, 2013)
http://www.christenseninstitute.org/blended-
learning-model-definitions/
Rotation Model
A La Carte Model
(Self Blend)
EnrichedVirtual
Program
23. What is the role of
‘community’ in
the design of blended
learning?
http://www.vcu.edu/cte/resources/OTLRG/index.html
24. From the CTE:
Dr. Joyce Kincannon,Online Instructional Designer
jmkincannon@vcu.edu (804) 828-1605
BrittWattwood. Senior FacultyConsultant
bwatwood@vcu.edu (804) 828-1896
Blended Learning FLC:
DeborahCowles, Business Marketing
dcowles@vcu.edu (804) 828-1618
Brendan Dwyer, Center for Sports Leadership
bdwyer@vcu.edu (804) 827-5131
Lisa Flemming, ElementaryTeacher Education
lmfleming@vcu.edu (804) 828-1898
RobertGodwin-Jones, Intercultural Communication
rgjones@vcu.edu (804) 827-1111
Lisse Hildebrandt, English as a Second Language
lhildebr@vcu.edu (804) 828-2551
Joanne Huebner, Adult Learning Resource Center
huebnerjm@vcu.edu (804) 828-7537
Jason Levy, Emergency Management
jklevy@vcu.edu (804) 828-8040
Oliver Speck, Cinema and Language
ocspeck@vcu.edu (804) 827-0910
Notas del editor
Focus: Teaching effectiveness and student learning through faculty developmentCommunity of teacher-scholarsLeadership in discussion, development, and implementationAttention to varied perspectives/multidisciplinaryGrounded in learning theory, supportive of varying degrees of “blending”
Small GrantsNew Faculty OrientationOnline Course Development InitiativePreparing to Teach OnlineMentorship GroupEd Tech CollectiveLearning PathsOnline Learning SummitBrown Bag Lunch SeriesFaculty Learning Communities
Driving Question – How can I best facilitate the group learning experience in an asynchronous online environment WITH learners that have a wide range of proficiency using technology toolsDecision-making process – teacher as learner, content, 3 sessions into 8 weeks (without overload), KISS, mentoring, reviewing/testing with othersCourse components:Google-based collaboration (3 ways)Self, peer, instructor feedbackWeekly reflectionEvolving group project portfolio
BBSuggested weekly scheduleWeekly videos from instructorTutorials / formative assessmentGoogleIndividualized studyFormative assessmentExtension links / resource documentsStudent response – 2 pilot cohorts, one that starts with F2F (first), one that does not / seeking a pilot ‘lurker’
Driving Question – Provide means for interacting with peers and instructor but also with content, beyond reading and listeningDecision-making process – Started with concept of flipped classroom then added elements around it for more learner engagementCourse format – Met face-to-face 1 day a week (50% of scheduled class time)
Course components:Blackboard course site: Suggested weekly schedule, some flexibility within the week, weekly online quizzesTextbook, supplemental readings, videos as case studiesDiscussion forums used to explore and apply concepts learned
Course components:Online tutorials:multimedia as advance organizer for main conceptsinstructor video intronarrated presentationsformative assessmentsflashcard appblog feed with topics related to content of unit
[example of unit opener]Face to face: Individual presentations and group reports, Student response – positive reception to tutorials and forums; desire for more time face-to-face for discussion
Explain BRIEFLY what we do and how we operate (Center for Sport Leadership)Masters only12 month program1 class per week (5 classes per semester)Students have to have an assistantship in sport (20 hours per week)VERY much focused on practicality (Hands-on learning)Students want to be athletic directors, front office management, and/or coachesMy initial proposal was to answer this question… How can I further incorporate online components to my face-to-face classes?
Specifically, I want to emphasize the “P” (preparation) in the PIE model. The above picture is of Rhubarb pie. My favorite and native to Western Wisconsin. I wanted my students to be engaged over the entire week not just the few hours before class and during class. How can I keep them actively engaged? Through what portal can I do this beyond Blackboard?
Well…. Things changed. My chair wanted me to focus on starting a satellite campus (international or domestic) where we would combine a face-to-face format with online components. Thus, my charge changed from a course level focus to program development. The premise behind the satellite format was to export our current model to a different locale with as little overhead and new hiring as possible. Our current faculty would travel once or twice per semester to teach face-to-face. The rest of the meeting would occur online through Wimba or Collaborate.
Well, then my boss quit in Mid-October. That is me. Notice the hair.
Instead of going back to the drawing board, I went forward with the satellite proposal. I got to work with Joyce’s happy students and they helped me tackle the issues of starting a satellite campus. I was provided three unique proposals, and had some great conversations with my colleagues as we discussed future possibilities, growth, and the realizations associated with a satellite campus.
In the end, our Dean was somewhat supportive, yet wants us to wait until we hire a new Director before we move forward. Thus, we are still in a holding pattern. However, I evolved through the process and the CTE continues to be an excellent resource/sounding board/etcetc etc. I am not sure if I am program-level thinker as it relates to educational policy, but I am sure I now understand how hard it is.
1. Blended listening course increases the amount of time learners spend processing and using the target language. Benefits: Self-paced (with some limits) yielding improved comprehension F2F meetings can focus on “mechanics” of note-taking, study skills, discrete and blended critical thinking skills (with concomitant discourse structures)“Course in a box” Last-minute course assignments are common practice in Intensive English Programs. These preclude the preparation typical in other, academic courses. Benefits: Using a familiar platform, Blackboard, instructors have the course content they will need and also the ability to adapt the content to the particular needs of the students in their section. More administrative options in scheduling classes.3. Important lesson learned: Base online component on curriculum so that it is independent of course text which can change.
Rotation model: rotate among modalities, at least one of which is online learningClassroom (station) rotation: rotate on a fixed schedule among learning modalitiesLab rotation: rotate on a fixed schedules among locations at VCUFlipped classroom: repurposing time: individual inquiry and collaboration in class (invite speakers)Individual rotation: rotation schedule individualizedA La Carte model (Self Blend model)More online learning than in rotation modelone or more topics entirely online (at the same time continue to have bricks and mortar educational experiencesEnriched Virtual Program More online learning than in either Rotation Model or A La CarteModel whole course experience (not topic by topic approach)Source: Modified from Blended Learning Model Definitions (Clayton Christensen Institute, 2013)
