Please enter your group number and then your notes or outcomes from your group discussions around question 1:

Table Group 4/That 70s Show : Jude Higgins (SLCC), Nancy Fire (U of North Texas), Paula Kupstas (VCU), Terry Buxton (Regis U), Britt Shirely (U of Tampa), Melissa Rasmussen (U of St Francis), Jane Drexler (SLCC), Joyce Caldwell (Ottawa U, Kansas):
  1. Fostering faculty awareness:
    1. Developing a site for faculty for (1) using LMS tools and (2) asking faculty to interact with the site as students and then (3) questions about various instructional design strategies; must go through the program
    2. Concern: divisions between administration and faculty, or, resentment and selection; need to foster transparency
    3. Discussions based on pedagogy first and at the grassroots level
    4. Gradual transformation of course to blended for new blended instructors (start small)
    5. Begin where faculty are: avoid specialized terms or jargon, and speak in the language of teaching and concerns over effectiveness
    6. Faculty 'cheerleaders' for quality courses


1. How do you foster faculty awareness and interest in blended teaching? How do you motivate faculty to design effective blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?

Is online learning cheaper? Why DL fee? Pays for LMS, stipends, TAs, faculty development programs.
DL fee is a reasonable surcharge for those who have reduced commute costs, day care costs, etc.

Stipends are negotiated as incentive for faculty to teach on line.
Definition of blended prohibits us from using DL fee for blended support. Over 20% face-to-face, DL fee can't be used to support faculty.

At Florida Atlantic University, has Center for eLearning (CeL). DL fee used to pay for stipends, and overload fees for faculty. CeL does 12 week program for pedagogical online training. Give $3000 stipend for faculty to take the course. Pay for overload salary for faculty-- $6000 per online course. DL fee charged-- defined as 80% or more online by state.
What other incentives are available for those with no money. Work from home, virtual office hours.
Pepperdine developed online fellows program. Established community of practice to discuss. At first offered $3000 sitipend--got tepid response, next year offered iPad, had better response.

Pepperdine--offering credits away from course load to take the training or they can take them as overload and get the pay which is almost twice regular pay.
For blended they get 2 credits, for fully online full 4 credits. Overload pay $8000- $15,000.

FAU has put over 200 faculty thru program in 3 years.

Northwestern, 20% salary bump for teaching online.

Mercyherst University--Graduate program, saw need for students to have blended due to driving in bad weather conditions, long distances. Initially they had poor student satisfaction with online only, so they went to the blended format with good student satisfaction and learning.

Only get incentives when you complete program and actually teach the course. People who finish are involved in certification for now faculty

Question: what changes in online blend from f2f. Based on objectives, you will know when to blend. Backward design drives course design. Helps set objectives, then look to see what needs to be done in class, what can/should be done online. Example: 50/50 have students read at home, quiz them online for content knowledge, lab stuff done f2f. Case studies done online in groups, debriefed f2f.

Emphasis in f2f portions is collaborative, active learning, that is student centered, less teacher centered.

Achievement of standards is the end point. Path that student takes is less important. Victoria University in Australia. analyzing what students are struggling with and what needs to be done ff2f, then contemplate the blend.