ELI Online Seminar | Participant Chat: Links and Abbreviated Transcript
Looking for the Pedagogy in Blended Course Design
March 18, 2013: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT)
Session Links
· Introduction to Entrepreneurship: https://rowdyspace.utsa.edu/users/lqq181/public/Entrepreneurship/story.html
· Blended Course Design: http://jaln.sloanconsortium.org/index.php/jaln/article/view/239
· Multimodal Learning Through Media: http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
· Time and Cost Considerations: http://digitalcampus.umn.edu/faculty/plan/time-cost.html
· Detailed Explanation of Time and Budget: http://digitalcampus.umn.edu/faculty/plan/time-cost-details.html
· Communities of Inquiry: http://communitiesofinquiry.com/blhighered
· “Good, Better, Best” Model: http://digitalcampus.umn.edu/resources/Good-Better-Best-Model.pdf
· What is the President's Technology Initiative?: http://nau.edu/blendedlearning
· CALL: http://yourcallla.org/sort-tool/html/tool.html)
· Wicked Problems: http://www.unidata.ucar.edu/staff/caron/collab/wicked.html
Session Chat
Patricia McGee, University of Texas at San Antonio: (13:01) Welcome everyone - hope to see a lot of activity here!
ELI133Attendee2 @university 2: (13:07) Is your meta-analysis published? Can we get a copy or citation?
Northwestern University (WCAS MMLC): (13:11) which is which?
Scott Hamlin @ Wheaton College: (13:11) all of the above
Northwestern University (WCAS MMLC): (13:11) the percentage indicates online portion?
Rosemary Capps @ Univ of California, Davis: (13:12) I think blended starts as early as 20%. I start calling it hybrid when the instructor reduces f2f time by about a half.
: (13:12) our group has varied opinions from 20-50 percent. Also I think Blended can involve something other than online...
Malcolm Brown, ELI: (13:12) So for the majority of us, in a blended course at least half of the sessions are OL
Rosemary Capps @ Univ of California, Davis: (13:13) That's the first time I've heard someone with a good reason to use one term over the other. Thank you!
ELI133Attendee2 @university 2: (13:14) Thank you Malcolm!
Yuko Prefume @ Baylor University: (13:14) there is no clear definition
Malcolm Brown, ELI: (13:15) Question: how then is a BL course different from a flipped course?
Malcolm Brown, ELI: (13:15) That is, if the content is OL, starts to sound like a flipped course?
Yuko Prefume @ Baylor University: (13:16) I belive is that flipped is a type of blended
David Cox @ Uni of Ill at Urbana Champaign: (13:17) access
Lydia Soleil @ Georgia Gwinnett College: (13:18) According to your definitions, can you have a blended or hybrid course where the face time is not reduced?
Weston Taylor @ Colorado College: (13:18) Flexibility
Donnie Sendelbach @ DePauw University: (13:18) extending the classroom
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:18) no limit to search and find information
Rosemary Capps @ Univ of California, Davis: (13:18) 1) because I was asked to do it for my job. 2) because as I started to do it for my job I saw that faculty can use pretty interesting tools to present new information and use their time in class for more student engagement.
Northwestern University (WCAS MMLC): (13:18) optimizing class time
Weston Taylor @ Colorado College: (13:18) better use of in person class time
Simone Laughton @ University of Toronto: (13:18) giving students a variety of alternatives to demonstrate what they know
Malcolm Brown, ELI: (13:19) I've heard some schools go to BL to reduce competition for classrooms
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:19) because we're looking for a global access
: (13:19) Exciting to have a different way of engaging students,and new challenges for professors.
Sherri Jones @ Univ of Notre Dame: (13:19) F2F time in academic library instruction is limited.Blended offers opportunity for additional class time online.
Lucas Wright @ The Univ of British Columbia: (13:19) acreditors value online=o
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:19) in order to get more audience, to reach more audience
Eva Gould @ Fort Hays State University: (13:19) Using the best tools for the desired outcomes
Rosemary Capps @ Univ of California, Davis: (13:19) Amen to Lucas!
Lydia Soleil @ Georgia Gwinnett College: (13:19) more students than seats in the class
: (13:19) Increasing accessibility for students
Northwestern University (WCAS MMLC): (13:19) challenge: development of online materials not necessarily funded
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:20) save in infrastructure and invest more in programs, tools
Eva Gould @ Fort Hays State University: (13:20) Difficulties identifying the best strategies for the f2f time (challenge)
Weston Taylor @ Colorado College: (13:20) technology can be finicky
ELI133Attendee2 @university: (13:20) going from Teacher centered to Student Centered
Donnie Sendelbach @ DePauw University: (13:20) digital divide
Linda Jackson @ Michigan State University: (13:20) variety
Lydia Soleil @ Georgia Gwinnett College: (13:20) faculty not well preapred to design or teach effectively in blended
: (13:21) opportunity to emphasize student centred activities over teacher centred
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:21) students hace access to information. So, teh challenge is not to teach them information, but to teach them HOW to learn
Linda Jackson @ Michigan State University: (13:21) 21st century learning
Weston Taylor @ Colorado College: (13:21) In many cases, faculty did not learn in a blended environment, nor was it part of how they learned to teach effectively
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:21) no information, but to think critically
Donnie Sendelbach @ DePauw University: (13:21) Weston--agreed
David Cox @ Uni of Ill at Urbana Champaign: (13:21) paradigm shift
Simone Laughton @ University of Toronto: (13:22) infrastructure - wireless, etc.
Sherri Jones @ Univ of Notre Dame: (13:22) leverage technology in constrained library instruction situations to be able to activate prior learning.
Weston Taylor @ Colorado College: (13:26) how do those choices break out in general?Do most of them choose online only, or..?
Malcolm Brown, ELI: (13:26) and, building on Weston's question, do students preform differently?
Rosemary Capps @ Univ of California, Davis: (13:26) Do you have them sign a learning contract to commit to their choices?
Rosemary Capps @ Univ of California, Davis: (13:28) How many students in your hyflex classes?
Malcolm Brown, ELI: (13:29) It would seem that hyflex is high overhead for the faculty, who has to develop two tracks
Simone Laughton @ University of Toronto: (13:30) we're using this model in a first year undergraduate course of over 700 students, no significant difference in grades
Northwestern University (WCAS MMLC): (13:31) What is the course subject, Simone?
Sheryl Barnes @ Tufts University: (13:31) how is the content delivered in your course?
Simone Laughton @ University of Toronto: (13:31) faculty have been teaching this course for years, and so have developed materials over the years to gradually move more and more online
Simone Laughton @ University of Toronto: (13:31) yes
Simone Laughton @ University of Toronto: (13:32) I help with the course, the content is delivered through in class lectures, lecture capture, online quizzes,
Linda Jackson @ Michigan State University: (13:32) What do you think of relying on publishers online materials?
Simone Laughton @ University of Toronto: (13:32) in class clickers (with alternative for online quizzes), GIS assignment
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:32) what would be a propper level for students to commit to online education?
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:33) highschool? junior? masters?
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:34) appropiate leve, I meant
Malcolm Brown, ELI: (13:34) Picciano, A.G. (2009). Blending with purpose: The multimodal model. Journal of the Research Center for Educational Technology, 5(1). Kent, OH: Kent State University.
Donnie Sendelbach @ DePauw University: (13:35) For someone first stepping into blended learning, is this the best model to follow?
Lydia Soleil @ Georgia Gwinnett College: (13:35) yes, metacognition is key!
Jennifer Dalby @ Lake Washington Institute of Tech: (13:37) We're running this on a screen in a lab and not all participants can see the chat comments you'rereferencing. :)
Rosemary Capps @ Univ of California, Davis: (13:37) This model makes it look like non-interactive models are better for basic learning.
Yoshiko Okushi: (13:38) Is there any models used for foreign language instructions?
Jennifer Dalby @ Lake Washington Institute of Tech: (13:38) Thank you :)
Simone Laughton @ University of Toronto: (13:42) browser incompatibility
Rosemary Capps @ Univ of California, Davis: (13:42) student procrastination
Simone Laughton @ University of Toronto: (13:42) accessibility
Weston Taylor @ Colorado College: (13:43) Not enough time to devote to developing blended resources
Rosemary Capps @ Univ of California, Davis: (13:43) cheating and plagiarism
Simone Laughton @ University of Toronto: (13:43) online testing
Lucas Wright @ The Univ of British Columbia: (13:43) building team cohesion
Ken Graetz @ Winona State University: (13:43) lack of institutional support
: (13:43) resources for development
Donnie Sendelbach @ DePauw University: (13:43) campus culture of residential campus
Eva Gould @ Fort Hays State University: (13:43) student readiness to take charge of their own learning
: (13:43) faculty and student preparedness
Malcolm Brown, ELI: (13:43) The Shum reference
Julianne Miranda @ Butler University: (13:44) state authorization
Eva Gould @ Fort Hays State University: (13:44) hands-on courses and relevant content to support the skills
Ken Graetz @ Winona State University: (13:45) Where should we start or where do we
Malcolm Brown, ELI: (13:46) how does the 3-6 months prep time compare to traditional f2f prep time?
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:47) I believe that defining your objectives will lead you to a propper instructional design, materials, didactic technique, evaluation, etc.
Lydia Soleil @ Georgia Gwinnett College: (13:47) can you break the 3 to 6 months into hours!I have seen 200 to 350 hours totdal work (U of Minnasota I think)
Jennifer Dalby @ Lake Washington Institute of Tech: (13:47) It depends :) Many complexities.
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:47) didactic objecties are the guide
Rosemary Capps @ Univ of California, Davis: (13:47) My faculty colleagues sometimes prepare a little at a time, several months in advance, but they rarely get the whole course redesigned before the course runs.
Rosemary Capps @ Univ of California, Davis: (13:47) Often they are still redesigning it while they are teaching it (f2f).
Simone Laughton @ University of Toronto: (13:48) 3 - 6 or more would be ideal, it's not always possible though
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:48) no. Sometimes we only have one month to make a design
Northwestern University (WCAS MMLC): (13:48) @Rosemary: Yes, "continuous integration"
Lydia Soleil @ Georgia Gwinnett College: (13:50) Here is the 70 to 600 hour estimate: http://digitalcampus.umn.edu/faculty/plan/time-cost.html
Malcolm Brown, ELI: (13:51) @Lydia is that for BL only?
ELI133Attendee2 @university 2: (13:51) The peer review process is a key part of our professional development course required to teach online or blended courses at UCF
Rosemary Capps @ Univ of California, Davis: (13:52) I use peer review in my faculty development classes, but there's not a formal peer review set up for blended/hybrid courses, other than the normal course approval system.
Malcolm Brown, ELI: (13:54) Bergtrom reference
Malcolm Brown, ELI: (13:54) http://blendedcoursedesign.pbworks.com/f/UoH-Blended-F%5B1%5D.pdf
Lydia Soleil @ Georgia Gwinnett College: (13:54) U of M refernces both: http://digitalcampus.umn.edu/faculty/plan/time-cost.htmlThey have a good better best model for online too which is very helpful to see the breakdowns how HOW does the work and how many hours (faculty, Instructional designers)http://digitalcampus.umn.edu/faculty/plan/time-cost-details.html and http://digitalcampus.umn.edu/resources/Good-Better-Best-Model.pdf
Lydia Soleil @ Georgia Gwinnett College: (13:55) Online tests don't involve students creating, best pedagogy is authentic tasks and learning and assessment, not tests
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (13:56) I agree
Eva Gould @ Fort Hays State University: (13:58) Does the tech enable students to DO something meaningful?We learn by doing -- what are students doing to learn?
Donnie Sendelbach @ DePauw University: (14:01) I wonder if blended learning helps students who freeze at test time. Do they feel more comfortable with taking tests in class after working through content online?
David Cox @ Uni of Ill at Urbana Champaign: (14:02) @ Donnie... I wonder the same...
Lucas Wright @ The Univ of British Columbia: (14:03) Most common pitfalls?
Eva Gould @ Fort Hays State University: (14:04) Missing... helping students develop skills of self-regulation to support their learning
Donnie Sendelbach @ DePauw University: (14:04) I've found the same with students who won't talk in class but type much in online discussions
Lucas Wright @ The Univ of British Columbia: (14:04) do you have a list best practices, waht to look for about pittfalls
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (14:04) I found that too
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (14:04) they seem to feel less shy on Discussion Boards than face to face
Rosemary Capps @ Univ of California, Davis: (14:04) Missing (building on Eva's comment): helping students self-evaluate before they take, say, a hyflex course--so they choose the right option for themselves/
Francisco Ayala @ Tecnologico de Monterrey (ITESM): (14:05) it gives them the chance to look for information to support their ideas
Donnie Sendelbach @ DePauw University: (14:05) It's nice to flip the table
Northwestern University (WCAS MMLC): (14:05) (Franziska Lys): Students capability of tracking their online progression and performance is essential
Lucas Wright @ The Univ of British Columbia: (14:05) How do you help students develop learning process and skills to help them navigate blended programs
Rosemary Capps @ Univ of California, Davis: (14:06) How to help faculty pace themselves and not spend way too much time on their hybrid/blended course.
Donald Carter @ Northern Arizona University: (14:07) we have a readiness quiz for students before or at the begining of online courses. Includes such things as self assessment of tech skills, time expected to spend on course, hours working, sharing conmputer or not, who maintains their technology etc.
Patricia McGee, University of Texas at San Antonio: (14:07) I am curious about this @ Donald
Patricia McGee, University of Texas at San Antonio: (14:07) Can you share?
Donald Carter @ Northern Arizona University: (14:08) so far only used in my courses and a few to pilot. Sure, can share
Patricia McGee, University of Texas at San Antonio: (14:08) I'll mention what we've looked at in the last section, I
Patricia McGee, University of Texas at San Antonio: (14:09) I am curious what others have found succseeful
Donald Carter @ Northern Arizona University: (14:11) one of the most useful parts of the readiness is to identify students with the following type of profile (working full-time, caring for small children alone, have a 5 year old computer, taking 3 online classes, splan to spend less than 5-10 hours per week on my course) this indicates looming failure
Malcolm Brown, ELI: (14:11) Question for the participants: do you think the BL model is accepted by a majority of your faculty? Or is there still skepticism about it?
Patricia McGee, University of Texas at San Antonio: (14:12) @Donald - yes, this is what we found too!
Donnie Sendelbach @ DePauw University: (14:12) some skepticism here
Donald Carter @ Northern Arizona University: (14:13) not accepted by a majority, but the NAU President's Blended Learning Initiative is bringing them in. see http://nau.edu/blendedlearning