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Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner Veronica Diaz, PhDAssociate Director, EDUCAUSE Learning Initiative, EDUCAUSE
Sloan-C Blended Conference and WorkshopChicago, IL :: April 2010
http://www.slideshare.net/drvdiaz/blend10-presentation
Hybrid Learning Meets Web 2.0: (re)Designing a
Hybrid Course with Emerging Technologies
for Today’s Learner
Hybrid Learning Meets Web 2.0: (re)Designing a
Hybrid Course with Emerging Technologies
for Today’s Learner
Hybrid Learning Meets Web 2.0: (re)Designing a
Hybrid Course with Emerging Technologies
for Today’s Learner
Hybrid Learning Meets Web 2.0: (re)Designing a
Hybrid Course with Emerging Technologies
for Today’s Learner
TODAY’S LEARNERHybrid Learning Meets Web 2.0
OUR INSTITUTION COLLECTS DATA ON…
• Student computer/device/technology ownership
• Student technology skills
• How students like to learn with technology
• Students’ preferences for amount of IT in courses
• Students and specific emerging technologies, like
mobile technology
ECAR Study of Undergraduate Students and Information Technology: 2009
ECAR Study of Undergraduate Students and Information Technology: 2008
Blended Learning and Today’s Learner
• A good match for student’s visual, exploratory, participative learning preferences
• Opportunities for improved student engagement and achievement
MAKING THE CASE FOR EMERGING TECHNOLOGY
Hybrid Learning Meets Web 2.0
WHICH ARE THE MOST POPULAR WEB 2.0 TECHNOLOGIES IN USE AT YOUR INSTITUTION
1. Social networking sites 2. Video 3. Podcasting 4. Blogs5. Wikis6. Social bookmarking7. Document sharing8. Backchannel
WHAT PERCENTAGE OF YOUR STUDENTS ARE ACTIVE IN USING WEB 2.0 TOOLS?
1-2%
2-5%
5-10%
10-15%
15% +
Technology Adoption Lifecyclehttp://techticker.net/2008/06/06/technology-adoption-lifecycle/
Tool Characteristics
Tool Characteristics
Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg
Mapping Web 2.0 to 21st Century Skills
• Active engagement• Knowledge creation • Independent learning • Reflection • Innovation
Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Available at http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf
WEB 2.0 CLASSIFICATIONSCommunicative
To share ideas, information, and creations
• Blogs• Audioblogs• Videoblogs• IM-type tools• Podcasts• Webcams
Collaborative To work with others for a specific purpose in a shared work area
• Editing/writing tools• Virtual communities of practice • Wikis
Documentative
To collect and/or present evidence of experiences, thinking over time, productions, etc.
• Blogs• Videoblogs• E-portfolios
Generative To create something new that can be seen and/or used by others
• Mashups• VCOPs• Virtual Learning Worlds
Interactive To exchange information, ideas, resources, materials
• Social bookmarking• Virtual communities of practice • Virtual Learning Worlds
Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Source: http://www.c4lpt.co.uk/Directory/index.html
http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary
Web 2.0 Tool Videos
• Blogs• Wikis• Social bookmarking• Social networking• Social media
• RSS• Podcasting• Web searches• Google Docs• Google Reader
REENGINEERING THE COURSEHybrid Learning Meets Web 2.0
BLENDED LEARNING PROCESS NCAT Successful Course
Redesign Principles 1. Redesign the whole course.
2. Encourage active learning.
3. Provide students with individualized assistance.
4. Build in ongoing assessment and prompt (automated) feedback.
5. Ensure sufficient time on task and monitor student progress.
Redesign Work
• Defining the blend (as an instructor and as an institution)
• Rethinking how to use class time• Rethinking how to facilitate
online interaction• Learning more about technology• Need to budget time, and start
redesign• Experiencing being a student is
extremely valuable
Redesign Work
• Defining the blend (as an instructor and as an institution)
• Rethinking how to use class time• Rethinking how to facilitate
online interaction
• Learning more about technology
• Need to budget time, and start redesign
• Experiencing being a student is extremely valuable
Quality Assurance & Alignment• Quality Matters standards and alignment:
– Course Overview and Introduction– Learning Objectives – Assessment and Measurement– Resources and Materials– Learner Interaction– Course Technology– Learner Support– ADA Compliance
– http://www.qualitymatters.org
• Other Quality Assurance Rubrics
Alignment of Key
Components
Technology: enriching instruction and learner interactivity
• The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.
• The tools and media enhance student interactivity and guide the student to become a more active learner.
• Technologies required for this course are either provided or easily downloadable.
• The tools and media are compatible with existing standards of delivery modes.
• Instructions on how to access resources at a distance are sufficient and easy to understand.
• Course technologies take advantage of existing economies and efficiencies of delivery.
SUPPORTING THE FACULTY WITH EMERGING TECHNOLOGY
Hybrid Learning Meets Web 2.0
IS YOUR INSTITUTION SURVEYING THE LEARNING TECHNOLOGY TOOLS THE FACULTY IS USING?
1. Yes2. No
OUR INSTITUTION IS SUPPORTING WEB 2.0 THROUGH FACULTY DEVELOPMENT EFFORTS
1. Yes2. No
Web 2.0 Institutional Support
Within the institutionLess, but most
popular/common toolsTool selection
Out of the institutionSupporting Web 2.0
with Web 2.0ish support
A Network of Support • Web 2.0 Tool guides
– http://elearningtools.wetpaint.com/?t=anon
– http://web20-toolkit.wetpaint.com/
– http://c4lpt.co.uk/Directory/
• Emerging Technologies and Practices– http://www.educause.edu//Eme
rgingPracticesandLearningTechnologies/5673
Maricopa’s Web 2.0 Faculty Development Series
Doing Innovation Right
Stages of Innovation 1. Experimentation2. Extension and transition3. Standardization of support 4. Integration into curriculum5. Diffusion
Tips & Tricks • Data collection throughout• Communication with
campus community • Work with innovative
culture segment • Strong connection to
curriculum and disciplines • Robust support for the
faculty and students
Emerging Technology Challenges
• The technology-adoption cycle
• Lack of integrated technology tools
• Learners’ changing expectations
• Institutional changes to technology commitments
Web 2.0 and Affordances with Students
• Students are more comfortable with and have a tolerance for “figuring” out the technology
• Students can deal with trial and error approach to use and change in general
• Students have a broad exposure to a variety of different tools
Selecting and Implementing Emerging Technologies
• Know who/where you are and who/where you want to be [roadmap]
• Know your students
• Know your challenges [support]
• Treat technology as a means and an end [don’t OD on IT]
• Collect and USE data, data, data
• Support what you implement, and implement what you are able to support
Implementation Best Practices
• Ongoing institutional commitment to the redesign
• Initial and ongoing faculty consensus
• Support instructors, and other support staff
• Technological infrastructure
• Quality assurance: peer review
• Faculty disciplinary communities of practice
Supporting the Faculty
• Release time: 1-2 semesters
• Role models and examples
• Learning technologies• Disciplinary
communities of practice
• Technology has added a layer of “policing”
• New learning environment is rich in and out of classroom
• Intellectual property issues
Supporting the Faculty
• Release time: 1-2 semesters
• Role models and examples
• Learning technologies• Disciplinary
communities of practice
• Technology has added a layer of “policing”
• New learning environment is rich in and out of classroom
• Intellectual property issues
TECHNOLOGY AND THE CHALLENGES AND CHOICES?
Access What technologies increase access?
Accountability What technologies can document student progress?
Assessment What strategies can capture successful learning and application?
Retention What technologies make life easier, better, more satisfying?
DEEP THOUGHTS…
• How will you ensure that your hybrid courses and corresponding technology use is of high quality?
• What organizational strategies are needed to support course redesign, innovation, and new technologies?
• How will you support students in the use of technology?
• How will you support innovation in instruction?
• How will you diffuse the innovation of innovators and early adopters to other faculty members?
CONTACT
Veronica M. Diaz, PhDAssociate DirectorEDUCAUSE Learning [email protected]
Copyright Diaz, 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.