Recent Changes

Monday, July 8

  1. page Resources edited ... Lazirko Award: http://learningtechnologycenter.org/?page_id=306 ALN 2011: http://aln2011…
    ...
    Lazirko Award:
    http://learningtechnologycenter.org/?page_id=306
    ALN 2011:
    http://aln2011.wikispaces.com/
    Tanya Joosten's Blog:
    http://professorjoosten.blogspot.com/

    (view changes)
    10:00 am
  2. page Resources edited Teaching Program: http://learningtechnologycenter.org/?page_id=316 Support Group: http://l…
    Teaching Program:
    http://learningtechnologycenter.org/?page_id=316
    Support Group:
    http://learningtechnologycenter.org/?page_id=319
    ...
    for Blended:
    http://learningtechnologycenter.org/?page_id=326
    Lazirko Award:
    http://learningtechnologycenter.org/?page_id=306
    ALN 2011:
    http://aln2011.wikispaces.com/

    (view changes)
    9:58 am
  3. page Question 1 edited ... FAU has put over 200 faculty thru program in 3 years. Northwestern, 20% salary bump for teach…
    ...
    FAU has put over 200 faculty thru program in 3 years.
    Northwestern, 20% salary bump for teaching online.
    ...
    poor student satisfaction.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.
    (view changes)
    8:57 am
  4. page Question 1 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    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):
    Fostering faculty awareness:
    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
    Concern: divisions between administration and faculty, or, resentment and selection; need to foster transparency
    Discussions based on pedagogy first and at the grassroots level
    Gradual transformation of course to blended for new blended instructors (start small)
    Begin where faculty are: avoid specialized terms or jargon, and speak in the language of teaching and concerns over effectiveness
    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.
    (view changes)
    8:35 am
  5. page Question 1 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    Please enter your group number and then your notes or outcomes from your group discussions around question 1:
    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?
    Table Group 2
    1. Increasing
    Is online learning cheaper? Why DL fee? Pays for LMS, stipends, TAs, faculty awareness:
    Program driven – actually the program decides whether or not to create/transform blended classes.
    For some
    development programs.
    DL fee is
    a requirement, so that dictates it.
    Set-up monthly lunchtime workshop series (techniques, co-sponsored lectures/presentations,
    reasonable surcharge for those who have blog).
    Focus
    reduced commute costs, day care costs, etc.
    Stipends are negotiated as incentive for faculty to teach
    on teaching and learning before each semester.
    Workshops before the start
    line.
    Definition
    of the semester.
    2. How motivate redesign/innovate:
    Provide standards (Quality Matters).
    Provide training.
    Money motivates. Initial stipend is great, but ongoing is important.
    [Issues of copywrite.]
    3. Incentives
    blended prohibits us from using DL fee for course redesign:
    Are told
    blended support. Over 20% face-to-face, DL fee can't be used to redesign, monetary incentive.
    Origination monetary incentive, additional monetary each time course is delivered.
    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):
    Fostering faculty awareness:
    Developing a site
    support faculty.
    At Florida Atlantic University, has Center
    for facultyeLearning (CeL). DL fee used to pay for (1) using LMS toolsstipends, and (2) askingoverload fees for faculty. CeL does 12 week program for pedagogical online training. Give $3000 stipend for faculty to interacttake 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 sitetraining or they can take them as studentsoverload and then (3) questions about various instructional design strategies; must go throughget 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
    Concern: divisions between administration and faculty, or, resentment and selection;
    in 3 years.
    Northwestern, 20% salary bump for teaching online.
    Mercyherst University--Graduate program, saw
    need for students to foster transparency
    Discussions based on pedagogy first
    have blended due to driving in bad weather conditions, long distances. Initially they had poor student satisfaction.
    Only get incentives when you complete program
    and atactually teach the grassroots level
    Gradual transformation of
    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 blendedsee 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 new blended instructors (start small)
    Begin where faculty are: avoid specialized terms or jargon, and speak
    content knowledge, lab stuff done f2f. Case studies done online in the languagegroups, debriefed f2f.
    Emphasis in f2f portions is collaborative, active learning, that is student centered, less teacher centered.
    Achievement
    of teachingstandards is the end point. Path that student takes is less important. Victoria University in Australia. analyzing what students are struggling with and concerns over effectiveness
    Faculty 'cheerleaders' for quality courses
    what needs to be done ff2f, then contemplate the blend.
    (view changes)
    8:33 am
  6. page Question 3 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    Please enter your group number and then your notes or outcomes from your group discussions around question 3:
    3. How will instructors know when they are providing quality blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
    GroupTable Group 2:
    Evaluating blended quality:
    Send an end-of-semester online survey to students (instructors send email link to students).
    (view changes)
    8:29 am
  7. page Question 2 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    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?
    GroupTable Group 2:
    What makes an effective blended learning model?
    Need a system of checks and balances.
    (view changes)
    8:29 am
  8. page Question 3 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    Please enter your group number and then your notes or outcomes from your group discussions around question 3:
    3. How will instructors know when they are providing quality blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
    Group 2:
    Evaluating blended quality:
    Send an end-of-semester online survey to students (instructors send email link to students).
    Instructors ask for feedback (optional, not associated with grade).
    Instructors can survey students throughout the course as well (how course is going, areas for improvement).
    Get faculty feedback each semester.
    Have faculty communicate/discuss experiences.

    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):
    Evaluating quality in blended
    (view changes)
    8:27 am
  9. page Resources edited Teaching Program: http://learningtechnologycenter.org/?page_id=316 Support Group: http://lear…
    Teaching Program:
    http://learningtechnologycenter.org/?page_id=316
    Support Group:
    http://learningtechnologycenter.org/?page_id=319
    Teaching Certification for Blended:
    http://learningtechnologycenter.org/?page_id=326
    Lazirko Award:
    http://learningtechnologycenter.org/?page_id=306

    (view changes)
    8:25 am
  10. page Question 2 edited Please enter your group number and then your notes or outcomes from your group discussions around q…
    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?
    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):
    Defining an effective blended model
    (view changes)
    8:24 am

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