Please enter your group number and then your notes or outcomes from your group discussions around question 2:

2. What makes for an effective blended learning model? What opportunities should be available to help instructors learn effective practices in design and delivery of blended courses? What experiences should be provided to faculty to effectively teach blended courses? How can you develop a community of blended practitioners on campus?

Table Group 2:
What makes an effective blended learning model?
  • Need a system of checks and balances.
  • Setting up an instructional design center – pedagogical approach to technology to resources.
    • Virtual drop-in assistance
  • Have faculty-driven design/learning center, separate from IT but work with them. Or a specific sub-group within IT.
  • Mentor new bl teachers; orientation, mentor through first class.
    • Community of learners….
  • Orientation: self-paced, summer workshop, etc.


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. Defining an effective blended model
    1. Needs to come from the faculty
    2. Definition in the course catalogue and needs to be at the institutional level
    3. Design an open framework in which faculty can define the percentages of online/f2f
    4. Must have transparency in discussions about defining blended model
    5. Know your students and constituencies