Report on the Blended Learning Initiative - September 2013 to November 2016
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Report on the Blended Learning Initiative September 2013 - November 2016
SAEA | TLSS saea.uO ttawa.ca | tlss.uOttawa.ca
Report on the Blended Learning Initiative - September 2013 to November 2016
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TableofContents
1.1.ExecutiveSummary.........................................................................................................3
2. Context...........................................................................................................................6WhatisaBlendedCourse?...............................................................................................................7
Definition..............................................................................................................................................7ImplementingaFramework..............................................................................................................7
TrainingtheTLSSTeam........................................................................................................................7ActionsTakenbytheTLSStoImplementtheInitiative........................................................................8CommunicationPlan............................................................................................................................8
3. FundingProgramOverview.............................................................................................9NumberofCoursesFunded..................................................................................................................9NumberofCoursesFundedperFaculty.............................................. ...............................................10NumberofCoursesFundedperLanguage.........................................................................................11NumberofStudentsEnrolledinaBlendedCourse(withorwithoutfunding)..................................12Comparison:NumberofBlendedCoursesCreatedversusInitialObjectives.....................................13ChangestotheFundingProgramin2015..........................................................................................13ApplicationProcessandDeadlines.....................................................................................................14ProgramResultsinOctober2015......................................................................................................14
4. TrainingandSupportProgramOverview........................................................................15DistinctTrainingFrameworks.........................................................................................................18
MaximumSupport..............................................................................................................................18ModerateSupport..............................................................................................................................18MinimalSupport.................................................................................................................................19OccasionalSupport.............................................................................................................................19OptionalSupport................................................................................................................................19
DetailsRegardingtheFour-PartProgram........................................................................................19
5. KeyChallenges...............................................................................................................22
6.FeedbackandTestimonialsfromtheAcademicCommunity..............................................23StudentTestimonials..........................................................................................................................23ProfessorTestimonials.......................................................................................................................23AdministratorTestimonials................................................................................................................24
7. BlendedInitiative:VisibilityOutsideoftheUniversity....................................................24
8. ResearchandPublications..............................................................................................26
9. Conclusion......................................................................................................................26
10. Appendices.................................................................................................................28
11. References..................................................................................................................38
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1. ExecutiveSummary
In April 2013, the Board of Governors approved an initiative to develop blended coursesthroughouttheUniversity(pleaseconsulttheE-LearningWorkingGroupReporttolearnmore).
Aspartofthisinitiative,theUniversityofOttawaestablishedthegoalofconverting20%ofthecourseoffering,roughly1,000courses, intoablendedformat.Atransformationaffecting500professorsandcloseto25,000students.
Capitalizingonateamof60expertsandprofessionalsinthefieldsofpedagogyandeducationaltechnology, the Teaching and Learning Support Service (TLSS) has, since the end of 2013,implementedaBlendedLearningInitiativeinfrastructurebycreating:
• Afundingprogram(sinceNovember2013);• Atrainingandsupportprogram;
o Thesix-dayBlendedCourseDesignInstitute(June2014);o Theblendedtrainingmoduleofferedeverysemester(Fall2015);o TheBlendedCourseDesignOnlineTraining(availablestartingWinter2017);
• ABlendedLearningInitiativewebsite(Winter2014);o Characteristicsofthissiteinclude:
§ References,research,andbooksaboutblendedteaching;§ Onlineinteractivetoolsforprofessors;§ Avarietyofvideos:§ Promotionalvideos(since2013);
o Video testimonials from professors describing their blended courses(January2015);
o Videotestimonialsfromstudentswhohaveparticipatedinablendedcourse(Summer2016);
o The Excellence Award for Innovation in Educational Technologies –BlendedLearning(Spring2016).
The TLSS has organized several conferences and symposia focused on blended learning. Inaddition,theTLSShascreatedablendedlearningawarenesscampaignthattakesplaceatthebeginningofeachnewsessionandatthelaunchoftheFundingProgram.These actions and structures have allowed us to raise awareness among the teachingcommunityandtraincloseto360professorsoverthecourseofthepasttwoyears.InvolvementofFaculties
Allofthefacultiesareinvolvedinthisinitiative,andseveralofthemhaveahighernumberofblendedcoursesthanothers.Forinstance,overtheyearscertainfaculties,suchastheFacultyof Education, have adopted and implemented strategies to transform their courses or theirprogramsintoablendedformat.
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NumberofBlendedCoursesFunded
Atotalof159blendedcourseshavebeendesignedsince2013thankstothefundingavailablethrough theBlended Learning Initiative. There are also a certain numberof blended courses(closeto20)thathavebeencreatedoutsideoftheFundingProgram.ProfessorswhodevelopthesecoursesstillbenefitfromthesupportandtheexpertiseofTLSSexpertsandinstructionaldesigners.
NumberofCoursesinEachLanguage
Regarding the number of courses developed in French and English, we found thatFrancophonesseemproportionallymore interestedbythisteachingmethod.For instance,64courseswerefundedanddevelopedinFrenchversus95inEnglish.
IfwecomparethecurrentnumberofblendedcoursesdesignedwiththegrowthcurvewhichwasestimatedintheE-LearningWorkingGroupReport,weseethatourgoalhasalmostbeenreachedwith159coursesdevelopedoutofatargetof160.
However,weknowthatcertainblendedcoursesarenotcorrectlyidentifiedintheSIS.Overthecourseof severalmonths,wehave sensitized the academic community to the importanceofaddingtheHYB(BlendedCourse[“Hybrid”])codeastheteachingmethodintheSIS.Thisallowsus to correctly count the number of blended courses offered and to inform students of thecourse’sformatwhentheyregister,enablingthemtobetterprepare.
NumberofStudentsTakingaBlendedCourse
Thenumberofstudentswhohaveenrolledinblendedcourseshasincreasedrapidlyfrom365in2013–2014to3,675in2014–2015tomorethan6,000in2015–2016.
NumberofProfessorswhohaveParticipatedinBlendedCourseDesignTraining
With regard to training, the TLSS developed a four-part blended programoffered online andface-to-face in both languages in the Fall andWinter sessions. This program has been verysuccessfulwithprofessorswhoarenowequippedwiththeknowledgeneededtodesigntheirblendedcourses.
In June2014, theTLSSoffereda Summer Instituteonblended coursedesignand createdanintegrated four-partprogram.Since then,a totalof258 individualshavebeen trained,whichcorrespondsto51.6%ofthetarget.
The new Excellence Award for Innovation in Educational Technologies – Blended Learning,launchedatthebeginningof2016,andawardedintheFall,enabledthreerecipientstopresenttheir blended courses to their colleagues during an awards ceremony and share theirexperience.
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Conclusion
Inlightofthesethreeyearsofexperience,theTLSScontinuestoincreaseitsactionstoimprovethecurrentinfrastructureandreachalargernumberofprofessorsandprograms.IntheFallof2016, the communication strategies aimed at faculties and professors, aswell as the call forproposalsprocessandthetoolsusedtodesignblendedcourseswereassessed.Thisassessmentledtothedevelopmentofqualityassuranceprocedurestoensurethatthecoursesdevelopedas part of the funding program will be of the highest quality and educational relevance. Aclearerdefinitionoftheinitiative’sshortandlong-termgoals,theimplementationofmetricstoassess impact, and the development of a quality assurance rubric to assist professors indesigninganddevelopingtheirblendedcourses,willensurethecontinuedsuccessofthislarge-scaleinitiative.
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2. Context
In April 2013, the Board of Governors approved an initiative to develop blended coursesthroughouttheUniversity(pleaseconsulttheE-LearningWorkingGroupReporttolearnmore).
Aspartofthisinitiative,theUniversityofOttawaestablishedthegoalofconverting20%ofthecourseoffering,roughly1,000courses, intoablendedformat.Atransformationaffecting500professorsandcloseto25,000students.
This type of course combines the best of online and conventional teaching and presentsnumerous benefits for students and professors alike. Research shows that the blendedapproachgreatlyimprovesstudentretentionandperformance.(Boye&al.2003 ;Franks,2002;Hugues,2007;Means&al.2013;Bernard&al.2014).
This model makes teaching more flexible for professors without increasing their workload.When certain hours of face-to-face teaching are replaced with online learning activities,instructorsremainavailabletooverseeandfosteronlineinteractionsanddiscussionsbetweenstudents,on theirown time.They cangive students feedbackwhenneeded,and respond totheir e-mails. Real-time interactions are also made possible by online tools, such asvideoconferencing using Adobe Connect and Skype, allowing for direct contact online, whennecessary.
Students benefit from a rich and varied environment, as well as an increased flexibility toorganizetheirlearningbasedontheirpreferencesandtheirschedules.Consequently,theycanchoosetheexacthourortimeoftheweekthat ismostappropriateforthemtoworkonline;thisisasignificantbenefitforstudentswhoarecombiningworkandstudies.Learningremainsclearlyandefficientlystructured,guidedbyacourseorganizationthatalternates face-to-faceteachingandonlinecomponentsforindependentlearning.
Theflippedclassroomisoneofseveralblendedlearningmodelsthatenablesstudentstolearnmaterialonlineandapply their learning in classroomactivities andproblem-solvingexerciseswithguidancefromtheirprofessor.
This initiative reflects theUniversity ofOttawa’s goal to enhance the student experience, asmentionedinitsstrategicplanDestination2020.
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What is a Blended Course?
Thereareanumberofblendedlearningmodelsdevelopedbasedoninstitutionalcontextsandstudents’needs.Forthisreason,andtoeliminateanyambiguitiesforprofessorsandstudentswho may want to participate in blended learning, a blended learning model was definedaccordingtotheUniversityofOttawa’sspecificneedsandeducationalcontext.
Definition
AttheUniversityofOttawa,acourse isconsideredtobe“blended”whenat least20%ornomore than 80% (two to eight sessions) of in-class hours are replaced by interactive onlinelearningactivitiesasanintegralpartofthecourse.
Implementing a Framework
A dedicated team comprised of one coordinator and one support agent (hired inNovember2013)wascreated. Instructional specialistsanddirectorsofvariousTLSScentresmet for twodaystodiscusstheimplementationofastructuralandpedagogicalframework.Acompetencyprofilewasdefinedtocreateatrainingprogramaimedatpotentialcandidates(seethedetailson page15), as well as the framework and the criteria for obtaining aid from the FundingProgram(seeAppendixC).
TheTLSShasalsocreatedawebsitededicatedtotheBlendedLearningInitiative,whichincludesanumberofresources, interactivetools, informationaboutblendedcourses,andanInstitutewhichwasofferedduringthesummerof2014topromotethisconcept.
TrainingtheTLSSTeam
InNovember2013,theTLSSinvitedNormVaughan,arenownedCanadianexpertinonlineandblended learning, to spend two days with the TLSS team to share his knowledge andexperience. The discussions with the TLSS members enabled the team to gain a betterunderstandingoftheblendedlearningapproach.Otherexperts,suchasJayCaufield,werealsoconsulted.
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ActionsTakenbytheTLSStoImplementtheInitiative
SincetheFallof2013,theTLSShasimplemented:
• Afundingprogram;• Atrainingprogram(ablendedcoursetotrainprofessorsandanonlinecourseavailable
asofWinter2017createdinpartnershipwiththecompanyEpigeum);• ASummerInstitutefeaturingtheconceptofblendedlearning;• Awebsitededicatedtotheblendedinitiative;• Apromotionalvideo;• Aseriesofvideotestimonialsfromprofessorsdescribingthestructureoftheirblended
course;• Aseriesofvideotestimonialsfromstudentswhohaveparticipatedinablendedcourse;• TheExcellenceAwardforInnovationinEducationalTechnologies(blendedlearning);• Interactivetoolsavailableonline(forprofessors).
CommunicationPlan
Inalarge-scaleprojectsuchasthisone,itiscrucialtoinformtheacademiccommunityandthepopulationatlargeabouttheeffortsputforthtoimproveteachingandthestudentexperience.
AcommunicationcampaignwasimplementedacrosstheUniversitytopromotetheprojectandcreatea favourableenvironment for theadoptionof thisnew learning approachby facultiesand academic units. This campaign served a double objective; to sensitize the academiccommunityand to reachprofessorsopen tousing innovativepedagogical solutionsbasedoneducationaltechnology,andwillingtotransformtheircoursesintoablendedformat.
Dozens of presentations explaining the concept of blended learning were offered to thefaculties’executivecommittees.Thegoalwastostrengthentheacceptanceofthisformatusingresearchresultsthatdemonstrateitseffectivenessanditspositiveinfluenceonpedagogyasawhole.ThepurposewastocreatetrustbyinformingstakeholdersoftheTLSS’sstructureanditspedagogicalandtechnologicalsupportcapacities.
Thesepresentationsfosteredapositivedialoguewiththesenioradministrationofeachfaculty.Thisstepwasessential inaccomplishingthenextdevelopmentphaseoftheblendedprogramthefollowingyear.
Furthermore,severalarticleswerepublishedintheUniversity’snewspaperssuchasLaGazette,LaRotondeandTheFulcrum.
TheVice-PresidentAcademic andProvost also discussed the Initiative during interviewswithRadio-Canadain2014.
The TLSS received several delegations from European universities to discuss the BlendedInitiative(Belgium,theNetherlands,andDenmark).
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The TLSS continues to actively promote the Blended Learning Initiative, both internally andexternally, and to offer several lectures and pedagogical activities specifically related toblendedcourses.
Assuch,toacknowledgethevaluablecontributionoftheUniversityofOttawaprofessors,thetheme of the 2015 annual TLSS Symposium, Perspective, focused on blended teaching andlearning, and encouraged a dialogue and the exploration of new ideas. During a paneldiscussion,professorswereinvitedtopresenttheirblendedcoursesandanswerquestionsfromcolleagues interested in this format. The daywas concludedwith a presentation byMichaelPower,arenownedresearcherandexpertinthefieldofonlineandblendedlearningfromtheUniversitéLaval.Also,duringtheSpringInstituteof2014(seetheoverviewoftheTrainingandSupportProgramonpage12)theTLSSorganizedalecturethatfocusedonthistopic.
3. FundingProgramOverview
Following two years of operation, seeing the creation of a framework for the University ofOttawa’sBlendedLearningInitiative,includingtheFundingProgram,herearetheresultssince2013.
NumberofCoursesFunded
Theprogramfunded159courses taughtbyprofessorswishingtotransformtheircoursestoablendedformat.
Years Fundsavailable Numberofcoursesfunded Fundsgranted
2013–2014 $100,000 25 $100,000
2014–2015 $300,000 68 $301,000
2015–2016 $300,000 66 $273,000
Total $700,000 159 $674,000
The funds were used to hire students, web developers, or multimedia specialists to createonlinematerialwhileprofessors,withtheassistanceofTLSSexperts,focusedontheircourse’spedagogical design. For example, one professor created professional videos about religiouscustomsinIndiaandincorporatedthemintotheircourse’sonlinemodules.Professorsalsousedpart of the funds to purchase software to createmultimediamaterials (Camtasia, ThingLink,etc.).
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NumberofCoursesFundedperFaculty
ThefollowingtablerepresentsthenumberofcoursesfundedbytheBlendedLearningInitiativebyfaculty.Theparticipationrateisweightedinrelationtothenumberofregularprofessorsineachfaculty(seethelistoffundedcoursesinAppendixA).
It can be noted that all faculties participated in the development of blended courses. TheFacultyofArtsbenefitedmostfromfunding,followedbytheFacultyofEducationandtheTelferSchool of Management. The large number of courses in the Faculty of Education can beexplainedbythefactthatanumberofprogramsinthisFacultyhave,foralongtime,requiredtheuseofthistypeofcoursetoaccommodatetheirstudentswhomaybelocatedthroughouttheprovince.Thistrendcontinuestoday.
4
14
4
13
5
13
7
43
25
31
HealthSciences
SocialSciences
Medicine
Science
CommonLaw
Engineering
Civil Law
Arts
TelferSchoolofManagement
Education
Blendedcoursesfundedsince2013
Numberofcoursesfundedineachfaculty
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PleasenotethatthesefiguresrefertotheUniversity’sFundingProgramavailabletoprofessorswhowishtotransformtheircoursesintoablendedformat.However,alargenumberofblendedcoursesaredevelopedwithouttheProgram’ssupport.
NumberofCoursesFundedperLanguage
95
64
0 10 20 30 40 50 60 70 80 90 100
English
French
NumberofBlendedCoursesbyLanguageofInstruction
NumberofCoursesFundedbytheBlendedInitiative–byLanguageandbyFaculty
1
1
3
3
4
5
5
7
16
19
3
24
1
11
1
8
8
0
27
12
0 5 10 15 20 25 30 35 40 45
Medicine
TelferSchoolofManagement
HealthSciences
SocialSciences
CommonLaw
Science
Engineering
Civil Law
Arts
Education
French English
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NumberofStudentsEnrolledinaBlendedCourse(withorwithoutfunding)
CoursesthatwerenotfundedbytheBlendedLearningInitiativehavebeenidentifiedthankstothecodeHYBintheSIS.
356
3,675
6,057
-
2,500
5,000
7,500
10,000
2013-14 2014-15 2015-16
Year0 Year1 Year2
Numberofstudents
Objective
If we compare the current number of blended courses that have been designed with thegrowthcurveestimatedintheE-LearningWorkingGroupReport,wecanseethatourgoalhasalmostbeenreached;159coursesdevelopedoutofatargetof160.
However,weknowthatcertainblendedcoursesarenotcorrectlyidentifiedintheSIS,whichistheonlytrackingtoolavailabletous.Overthecourseofseveralmonths,wehavesensitizedtheacademic community about the importance of adding the HYB (Hybrid Course) code at thebeginning of the course number. This allows us to correctly count the number of blendedcoursesofferedand to inform students about the course formatwhen they register enablingthemtobetterprepare.
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Comparison:NumberofBlendedCoursesCreatedversusInitialObjectives
0
80
160
200
13
90
188
13
94
159
0
20
40
60
80
100
120
140
160
180
200
2013-14 2014-15 2015-16 2016-17
Year0 Year1 Year2 Year3
Objectiveofnumberofcourses
Numberofcourses(fundedornot)
Numberoffundedcourses
ChangestotheFundingProgramin2015
Attheendof2015,afterfunding93coursesdevelopedbyregularandpart-timeprofessors,aninitial assessment of the allocation process was completed in conjunction with the deans,departmentdirectorsandadministrativedirectors.Followingthisassessment,applicationdateswere adjusted to accommodate faculties’ schedules (i.e. course allocation guidelines for part-time professors). Professors, department and academic unit directors are now notified aboutthestartoftheprocessbyemail,attheendofOctober.Thisemailadvisesprofessorstodiscusstheirplanstoredesigntheircourseswiththeirprogramdirectorswho,inturn,mustsubmitthelistofcourseswhichcanbetransformedorcreatedinablendedformat.Thedirectormayalsoask a professor to redesign their course into a blended format if this is aligned with theirpedagogicalstrategy.Thisapproachalsogeneratesmoreblendedcoursesintheirdepartment.
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Certainfacultiesanddepartments(amongothers,theFacultyofSocialSciencesandtheOfficialLanguages and Bilingualism Institute) have also created Online and Blended LearningCommitteesthroughwhichtheycanalsosubmittheirfundingrequests.
Themaximumamountallocatedpercoursetodatehasbeenupto$5,000andupto$20,000formultiple courseswithin a program, allowing for amaximum number of professors to benefitfromthefunding.However,theseamountsdonotcoverallofthenecessaryexpensesincurredbythistypeofcoursedevelopment.Facultiesandprofessorsareencouragedtoinvestthetimenecessary in addition to the funds (if available) to support the University’s Blended LearningInitiative.
ApplicationProcessandDeadlines
The call for applications for the Funding Program for BlendedCourseDesign now takes placefrom the end of October to the beginning of April (see Appendix B, page35, for detailedinformation).
ProgramResultsinOctober2015
Faculty NumberofApplications NumberofApplicationsAcceptedCivilLaw 0 0HealthSciences 1 1CommonLaw 3 3Medicine 4 3Science 9 4Engineering 11 9Management(Telfer) 12 11SocialSciences 12 5Education 19 11Arts 29 19TOTAL: 100 66
Thedifferencebetweenthenumberofprofessorsinterestedintheprocessandthenumberofactiveapplications isexplainedbythefactthatcertainprofessorschosenottofollowthroughwiththeprocess.Thiscouldbebecausetheydidnotfeelreadytomoveforwardortheywerenolongeravailabletodoso(i.e.newresponsibilitieswithinthefaculty,illness,sabbatical,etc.).
We met with certain professors to clarify and redefine several aspects of their applications,especiallyconcerningtheestimatedbudgetrequirements.Thisallowedustofundeachoftheprojectsseekingfunding.
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In order to follow-up on the granted funds, professors must also submit a financial reportfollowingthedevelopmentoftheirblendedcourse.
Oncetheirapplicationwasaccepted,professorswereinvitedtoattendanindividualmeetingtoreviewtheirprojectanddiscusstheirpedagogicalapproach.Thisallowedus toofferguidanceaboutthepreparationandthestructureoftheircoursebeforestartingtheactualcoursedesignprocess.
We also explained howour Blended Learning Initiative teamwas available for assistance andsupport,andrecommendedthattheyparticipateinourfreetrainingsessions.
Furthermore,werecommendedconsultingthefreeonlineresourcesofferedbytheTLSS.
Applicationdetails,selectioncriteria,forms,etc.,areavailableinAppendixCofthisreport(page34).
4. TrainingandSupportProgramOverview
SupportingProfessorsthroughtheBlendedCourseDesignProcess
Upon implementation of the Blended Learning Initiative, the TLSSwas given themandate tosupport professors in the process of designing their blended courses. In order to respond totheir various needs, the TLSS’s team of experts created a competency profile on which thetrainingandsupportmodelisbased(2014).
CompetencyProfile
Blendedcoursedesign isbasedonaspecificsetofactions.Toassistprofessors inmakingthetransitiontowardablendedformat,theTLSShascreatedacompetencyprofiletoidentifythenecessary aptitudes and needs in terms of training or support, based on each individualcontext.
Brassard,N.(2012)definesacompetencyasbeing:“aknowledgetoactthatintegratesinternaland external resources and enables a competent person to combine them in a unique andpersonalway,andmobilizetheminordertocopewiththecontextorthesituationinquestion”(p.4).
The profile created by the TLSS relies on a corecompetencedescribedas follows:Knowinghowtodesign a university course based on a blendedmodelthatisdesignedtoallowcertainclasshoursto be substituted by complementary onlineactivitiesasanintegralpartofthecourse.Thiscorecompetence iscomprisedoffivecomponents,eachdefinedbyspecificelements.
Inspired by works from Brassard (2012), Caulfield(2011),DoraisandLaliberté(1999)andMägi(2007),
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the following model demonstrates the dynamic interrelations between the five profilecomponents. The two largest components relate to elements that are beyond the specificcompetenciesassociatedwithblendedcoursedesign.First,itiscrucialtoconsidertheexpertiseinthefieldasbeingthebaseforthecoursedesignprocess(afactorthatreliesentirelyontheprofessor’sknowledge).Second,theuseofdifferentactionsstemmingfromreflectivepracticecontributestoprofessionaldevelopmentinthefieldofteaching.Throughthisreflection,basedonteachingandcontentstrategies,professorscanimprovetheirtechniquesandtheircoursestofulfilltheirstudents’needsthroughouttheircareer.
Thefinalthreecomponentsrelatetothetypicalsteps involvedinacourse,theassessmentofvarious elements associated with the learning context, from the design phase to differentteachingopportunities.
Themodel is particularlymeaningfulwhenwe explore the specific elements that stem fromeachcomponentrepresentedinthefollowingtable:
1stComponent:Mastertheknowledgeassociatedwiththecourse—ExpertiseinthefieldThese are the conceptual foundations onwhich the development of the course is
based. The professor’s expertise will guide their choices and/or their needs intermsofcomplimentarycontentresearch.
2ndComponent:Useareflectiveapproachtoassessyouractions—ReflectivepracticeTheprofessormustbeableto:
- definetheirpedagogicalapproach(teachingphilosophy);- assess theeffectsof their teachingonthestudents’ learning (active learning,
evaluationandfeedbackstrategies,pedagogicalinnovations,etc.);- identifythestrengthsandthechallengesoftheircurrentcourseorcourses;- adapttheirteachingtobetterrespondtotheneedsoftheirstudents.
3rdComponent:Assesstheelementsofthelearningcontext—LearningcontextTheprofessormustbeableto:
- Identifytheroleoftheircourseintheprogram/discipline/profession;- Identify students’ characteristics and assess their impact on the course
outcome;- Identifystudents’needsanddeterminetheactionsrequiredtofulfillthem;- Identifythepossiblelearningchallengesfromthestudents’pointofview;- Assess the resources necessary for a successful course (the role of the
teachingassistants,technologicalsupport,additionalmaterial,etc.);- Pinpointthelearningessentialtothecourse(atheory,aconcept,atechnique,
anattitude);- Determineandformulatethelearningoutcomes.
4thComponent:Plananddesignpedagogicalactions—CoursedesignTheprofessormustbeableto:
- Createaworkplanforthecoursedesign(orrevision);- Select and structure learning contents based on the defined learning
objectives,thecourse’slearningoutcomesandtheparticularlearningcontext
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(distributionofactivitiesin-classandonline);- Design,organizeandbuildlearningsituationsthatengagestudentsandfoster
autonomy;§ Organize and structure knowledge to foster student comprehension(i.e.fromsimpletocomplex,fromconcretetoabstract);
§ Chooseamongarepertoireofteachingstrategies(adaptifnecessary)that focus on active learning and respect inclusive instructionalprinciples;
§ Carefullycombinelearningstrategiesbasedonthecontext(in-classoronline);
§ Usethetechnologicalresourcesandtoolsforteachingandlearning(in-classandonline);
- Design and organize evaluation strategies that measure learning outcomesbasedontheenvironment(in-classandonline);
§ Choose the assessment strategies that allow students to use thelearningacquired(differentiatedapproaches);
- Choose,adaptorelaborateeducationalmaterialsbasedontheiruse(in-classandonline);
§ Designeducationaltextsbasedonanonlinelearningenvironment;§ Respecttheprinciplesandthelawsofaccessibility;§ Respectcopyrightlaws.
5thComponent:Carryoutpedagogicalactions—CoursedeliveryTheprofessormustbeableto:
- Establish a relationship with their students that fosters learning andcontributestotheirmotivation;
§ Create an environment conducive to learning (stimulating andpositive);
§ Promoteandmanageinteractions(in-classandonline).- Communicate with their students in an effective manner using different
methods(orally,written,withtechnology,etc.);- Manage the learning time (in-class and online) in a sustained manner by
focusingtheirinterventionsonstudentengagement(activelearning);§ Structuretheworkofteachingassistants;
- Overseethelearningprocessbygivingstudentseffectivefeedback:§ Identifytheneedforadditionalsupportandproposeconcretesupportmeasures;
§ Guidetheteachingassistants’interventions.- Adjusttheirinterventionsbasedonstudents’needsand/orparticularcontexts
(in-classandonline);- Conductasummativeevaluationofstudentslearning:
§ Define,supportandvalidatetheworkofcorrectors.
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Distinct Training Frameworks
Asastartingpoint, ifweconsiderthatprofessorshavevariousneedsintermsofacademicpedagogy,technologyornon-traditionalcoursedesign(as isthecaseforblendedcourses),theTLSShasimplementedatrainingframeworkthatisbothflexibleandspecializedinorderto respond to this reality. The following chart presents the different components of thetrainingframework.
MaximumSupport
Thisintensivetrainingtakesplaceoverthecourseofseveralconsecutivedaysinaseriesofclassroomsessions. IntheSpringof2014,theTLSSofferedan InstituteonBlendedCourseDesigninthisformat.Theparticipantsreceivedninedaysoftrainingduringwhicheverystepoftheblendedcoursedesignwasdiscussed.Theultimategoalwastodesigneveryaspectofablendedcourse.Becausethistypeoftrainingisasignificantundertaking,itisnotavailableonaregularbasis.However,theTLSScanassistagroupofprofessorswhowishtotakepartinasimilarbut lessdemanding trainingseries todesignablendedcourseor transformanexisitingcourseintotheblendedformat.
ModerateSupport
This blended training approach alternates between in-class sessions and online activities.ThesuccessofourfirstInstitutein2014andthepositivefeedbackreceivedfromparticipantsdemonstrated the importance of providing formal training in blended course design.Notwithstanding, it was crucial that we offer a training model that would accommodateprofessors’schedulesandlimitedavailability.Ablendedmodeldeliveredoverthecourseofoneortwosemester,basedonparticipants’preferences,hasbecomeapopularoptionwithprofessors.Thetrainingiscomprisedoffoursessionsinaclassroomsetting,onepermonthduringtheFallandWintersemesters,followedbyonlineassignments.Awebsitedesignedinour LMSmakes it possible to create cohorts of participantswho can then use the virtuallearningspaceasanextensionofclassroomsessions.Thisalternatingmodelcorrespondsto
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thetypeofexperienceencounteredbystudentsinablendedenvironment.TheobjectiveiscomparabletothatoftheInstitutewhereparticipantsareexpectedtoplananddesigneveryelement of a blended course. This training model has been offered four times since thebeginningoftheBlendedLearningInitiative.
MinimalSupport
Thistrainingapproachisavailableentirelyonlineallowingprofessorstoworkautonomouslyandisexpectedtobelaunchedinwinter2017.Becausesomeprofessorspreferworkingattheir own pace in a space that is devoid of time constraints, the TLSS has established apartnership with the British company, Epigeum, and a group of European universities todeveloponlinemodulesonblendedcoursedesign.Thispartnershipbegan inthewinterof2015with seven trainingmodules being translated to French. Part of the agreement willenable the TLSS to receive 10% of the sales of the French modules in Canada andinternationally.
OccasionalSupport
Inaddition to these structured trainingoptions,professors canalsochooseapersonalizedformat.Theconsultationservicesallowustoprovidetailoredsupport.Professorswhowishtotransformoneoftheircoursestoablendedformatordesignanewblendedcoursecanworkwithaneducationaldeveloperorinstructionaldesigner.Thistypeofsupportpresentsnumerous benefits, such as personalized support for a specific course, or meetings andsessionsaccordingtotheprofessor’savailability.Severalprofessorshavechosenthistypeofassistanceindesigningtheirblendedcourse.
OptionalSupport
Finally,thismodeltakesintoconsiderationthefactthatseveralprofessorshaveasignificantamountofknowledgeandexperienceinteachingandcoursedesign.Assuch,theymayonlyrequireassistanceinafewspecificaspectsofblendedlearning.WehavedevelopedasectioninourBlendedLearning Initiativewebsitewheretheycanfind interactivetools toassist indesigningtheirblendedcourse.Thesetoolsareattheirdisposalonanas-neededbasis.
The following sectionsdefine the theoreticalbasisofour trainingprogramsandprovideafewstatisticsfrom2013–2015.
Details Regarding the Four-Part Program
Based on findings from several researchers (Fink and Knight Fink, 2009; Garrison andVaughan,2011;WigginsandMcTighe,2005),theTLSSdesignedablendedtrainingprogramthat provides professors with the tools necessary to independently create high-qualityblendedcourses.
The alternatingmodel representedbelow is basedon a framework that is applicable to ablendedcourse.Ourgoal isthatthetrainingprovidedserveasamodelandanexampleto
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professors who will use a blended learning format. The portions offered in-class (face toface) allow us to explore the concepts, strategies, tools and technological componentsrequiredfordesigningablendedcourse.Theonlineandindependentproductionactivities,such as the blended course design, allow participants to put into practice the proposedblendedcoursedesignprocess.
PleaseseeAppendixDformoreinformationaboutthistrainingapproach.
OverviewoftheNumberofProfessorsTrained
The following tables present data on the number of professors who have participated inblendedcoursedesigntrainingoverthepasttwoyears:
BlendedCourseDesignInstitute—June2014
FrenchGroup EnglishGroup
Numberof 34registrations
28
Numberofparticipants
32 22
Four-PartProgram—BlendedCourseDesign
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2014-2015AcademicYear 2015-2016AcademicYear
Fall Winter Fall Winter
FrenchWorkshops 8 8 8 8
EnglishWorkshops 8 8 8 8
NumberofWorkshops(Total)
16 16 16 16
NumberofParticipants(Total)
56 61 49 53
Total 107professorstrained 97professorstrained
Atotaltarget.
of258individualshavebeentrainedsince
June2014whichcorrespondsto51.6%ofour2020
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5. KeyChallenges
a)OneofthemainchallengesisthatseveralblendedcoursesofferedbytheUniversityarenotcorrectlyidentifiedintheStudentInformationSystem(SIS).
Thiscausestwoissues:
• Difficultyincompilingthenumberofblendedcoursesavailableoncampus.Thereisastrongpossibility that the number of blended courses offered by the University is greater thanwhatiscurrentlybeingreported.
• The fact that students can unknowingly register for blended courses, which are notidentifiedbythe“HYB”code,canleadtofrustrationandhasadirectimpactonthestudentexperience.
To remedy this situation, theTLSScommunicateswithall levelswithineach faculty toensurethat they are aware of this potential issue. Our hope is that the new SIS will improve thissituationandensurethatblendedcourseidentificationisclearer.
b)Moredetailedworkisrequiredtodisseminateinformationaboutthebenefitsthatblendedlearningcanbringtotheoverall learningexperience.ThediscussionsthattookplacebetweentheTLSS,professorsandprogramdirectorsshowthattherestillexistssomeresistancetothisteachingmethod. Consequently, certain professorswhowish to transform their courses to ablended format have been unable to obtain support from their department and, as a result,haveabandonedtheprocess.
c)Copyrightprotection forblended courses,particularly forpart-timeprofessorsneeds tobediscussed further.Thisexperiencehasshownthatsomedirectorsarestillhesitant toapproveblended course development proposals frompart-time professorswhowill be unavailable toteach the course the following semester. Can the online content be taught by anotherprofessor?Doesitbelongtothedepartment?TheTLSSwilldiscusstheseissueswithprogramdirectors.
d)Theassessmentofcertainblendedcourseshasshowntheneedtodeveloparigorousqualityassurance system for thedurationof the call for proposals andblended coursedevelopmentprocess. This Fall,with thehelpofDr. KatherineMoreauat the Facultyof Education andherexpertiseinparticipativeevaluation(CousinsandEarl,1995), theTLSSreviewedtheprogramtoproduce a quality assurance process scheduled to be implemented for the 2016-2017applicationprocess.
e) Transforming a traditional course into a blended format means shifting from a teachingparadigm to a learning paradigm. This pedagogical transformation represents an importantchallenge for some professors who have, for years, placed great significance on contentorganization and less on designing effective learning situations. These past three years havedemonstrated the importanceof increasing the trainingoffered toprofessors anddevelopingtools to ensure the quality of the blended courses created. The TLSS has committed todevelopingarubriccomprisedofqualitycriteriaanddescriptorsthatwillbedistributedtoallof
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theprofessorswhowanttodesignblendedcourses.This rubricwill serveasaguide foreachstepofproposalwriting,andblendedcoursedevelopmentandevaluation.
6.FeedbackandTestimonialsfromtheAcademicCommunity
StudentTestimonials
Dozensofvideoswereproducedfeaturingstudentswhohaveparticipatedinablendedcoursesharingtheirexperienceandofferingpracticaladviceonhowtosucceedincoursesdesignedinthis format. Available on the TLSS website, these videos are also accessible via the StudentAcademicSuccessService(StudentHelpGuide).
“ThisdefinitelygavemetheopportunitytoapplythethingsIwaslearning”—David
“The online discussion forums helped those who were a bit shy or less inclined to expressthemselvesinclass;itgavethemanopportunitytospeakup”—David
“Managemytime,interactwithothersinthe(discussion)forum,writeclearerposts;IlearnedseveralthingsandnowIusethemeveryday”—Alexandre
ProfessorTestimonials
Professors who have developed or taught blended courses were also interviewed and theirtestimonials are available in a video format. They discuss the different structures of blendedcoursesandlearningmodules,aswellaslearningactivitiesthatcanbeusedandalsosharetheirthoughtsonblendedlearning.
“Iwillneverteachtheoldwayagain.”—DenisBachand,ProfessorattheFacultyofArts
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“Blended learning made me think more broadly about the techniques of pedagogy as awhole.”—JamesBrook-Smith,ProfessorattheFacultyofArts
“…theresultsofthesecondpartialexambasedsolelyonvideocontentarebetter(74%)thanthosebasedoncontentviewedinclass(68%;firstpartialexam).Iamveryconfidentthatwecanincrease the % from 15% to 40% for my course ANP1507A_Winter2017 (260 students).”—SimonLemaire,FacultyofMedicine
“Students preferredmy teaching in blendedmode, and they learned a lot frommy blendedcourse (average 4.61). All the other items on my A Report are above 4.00. Students madepositivecommentssuchas:"Professormadethecourseveryinteractive...","Averyenjoyableclass","Ienjoytheblendedprogrampartoflearning.Myfavouritecourseever","Ireallylikedthe professor's enthusiasm and encouragement for creative methods/approaches to thecourse....","Iloveherteachingstyle","heruseofmultimediaequipment".Studentlistedthepartstheylike:interactiveteachinglearningandvideos.SheriZhang–FacultyofArts(extractsfromherblendedcourseevaluation)
Oneof the professors from theUniversity ofOttawa’s Faculty of Artswas invited toHarvardUniversityin2015tosharetheirexperienceonblendedlearning.
AdministratorTestimonials
“…IwouldliketoechoCristinaPerissinottointhankingyouforyourdedicationandhardwork;youhavedoneafinejobinfurtheringblendedlearningatUofO…”—JoergEsleben,Director,DepartmentofModernLanguagesandLiteratures
“I just had a very interesting discussionwith one of the blended course specialists from theTLSS.Theywereextremelypatientandcourteousinexplainingthebenefitsofthisnewtypeofteachingmethod forme. I am fromtheold school,but Iwas fascinatedby theextraordinarypotentialofblendedlearning.”—LucieJoubert,Director,Départementdefrançais.
7. BlendedInitiative:VisibilityOutsideoftheUniversity
Throughout the implementation phaseof theBlended Learning Initiative, the TLSS contactedotherinstitutionswhohadlaunchedorwerepreparingtolaunchasimilarinitiative.Theteamalsovisitedtheseinstitutionstopresentour initiativeandshareinformation.Thisprovidedanopportunitytoexchangeideasandsharesuccessfulsolutionswithourpartners.
Also, following the program’s launch and the visibility of our University, several institutionsreached out to the TLSS to learn more about this initiative. Several delegations visited theUniversityofOttawatolearnmoreabouthowtheservicesupportsprofessors,especiallyduringthelarge-scaledevelopmentofblendedcourses:
• Institut de pédagogie universitaire et des multimédias (IPM) from the Université catholique deLouvain(Belgium)
• ThomasFroehlicher,DirectorGeneralandDeanoftheKedgeBusinessSchool(France)• Écoledetechnologiesupérieure(Montréal)
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In addition, the TLSS hosted a half-day event dedicated to blended learningwhich took place at theÉcolede technologiesupérieure (ÉTS)withapanelcomprisedof threeofourprofessorambassadors.Pleaseclickonthefollowinglinkstoviewsomeoftheseexchanges:• JovanGroenandNancyVézina(TLSS):https://youtu.be/4i0gkSagGEM• ÉlaineBeaulieu,Professor:https://youtu.be/m19Kl3G7frk• ColinMontpetit,Professor:https://youtu.be/CePq6vP1XtY• HassanAoude,Professor:https://youtu.be/DCsPcNRV--g
TheTLSShasalsoestablishedanagreementwithContactNorthtohavethisgrouppromotetheblendedcoursesofferedattheUniversityofOttawaacrosstheirnetworkandtostudentslivinginWesternOntario.
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8. ResearchandPublications
Severalprofessorshavetransformedtheirblendedcoursedesignprocessintoaresearchprojectandhavepublishedorpresentedtheirresults:
• AlisonFlynn,FacultyofScienceo Flynn,A.(2015).Structureandevaluationofflippedchemistrycourses:Organic&
spectroscopy, large and small, first to third year, English and French. ChemistryEducationResearchandPractice,16,198–211.Availableonline
• MauriceTaylor,FacultyofEducationo Atas,S.,Ghani,S.andTayor,M.(2015).Perspectivesonblendedlearninginhigher
education: A case study of a Faculty of Education. Conference of the CanadianAssociationfortheStudyofAdultEducation(CASAE).Montreal,June2015.
• Marie-JoséeHamel,FacultyofArtso Lecoin, I.andHamel,M.-J. (2014).Dispositifhybridepouruncoursdegrammaire
enfrançais langueseconde.Revue internationaledestechnologiesenpédagogieuniversitaire,11(1),35-49.Availableonline
• CraigForcese,FacultyofLawo Sankoff, P. and Forcese, G. (2014). The Flipped Law Classroom: Retooling the
Classroom to Support Active Teaching and Learning. Social Science ResearchNetwork.Availableonline
9. Conclusion
As specified in the E-Learning Working Group Report, the University of Ottawa hopes thatblendedcourseswillfigureprominentlyamongitsdiverseteachingmethodsby2020.Toreachthis ambitious objective, it is crucial that we not only train, support and coach as manyprofessors as possible, but thatwe also create tools that empower them and allow them todevelopanddesigntheirblendedcoursesautonomously.
Since the beginning of 2014, the meetings with professors and program directors helpedsensitizemorethan200membersoftheteachingcommunitytothisinitiativeandexposethemtonewpedagogicalsolutionsusingpreferredblendedlearningapproaches.
Inlightofthepastthreeyears,theTLSScontinuestoincreaseitsactionstoimprovetheexistingblended course design process and infrastructure by regularly assessing the differentcomponents of this initiative. In the Fall of 2016, an assessment was conducted of thecommunication strategies aimed at faculties and professors, of the call for proposals processand the tools used to design blended courses. This assessment led to the development ofqualityassuranceprocedures toensurethat thecoursesdesignedwereof thehighestqualityandeducationalrelevance.Aclearerdefinitionoftheshortandlongtermgoalsofthisinitiative,theimplementationofmeasurableresultsandthedevelopmentofaqualityassurancerubrictoassist professors in the design and development of their blended courses (available inDecember2016)willenablethesuccessofthislarge-scaleinitiative.
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Atpresent,anExcellenceAwardcreatedin2016hasallowedustoassessseveraloftheblendedcoursesdevelopedthankstothisInitiative.
Thisyear,theTLSSwillalsoimplementassessmenttoolstoevaluatetheimpactofthesecourseson the overall student experience and performance. As of Winter2017, the TLSS will offeronlinetrainingonblendedcoursedesigntoalloweasieraccessandflexibilityforprofessors.
Inconclusion,theUniversityofOttawa’sblendedprogramisanimportantinitiativethathasthepotentialtotransform,notonlythestudentexperience,buttheuniversity’spedagogicalculturebyofferingquality,future-orientededucationalmodelsthatrespondtotheneedsofastudentpopulationwhoisstronglyanchoredinthesocialandeconomicrealitiesofthe21stcentury.TheTLSSisdeterminedtosupportthisInitiativewithallofitsexpertise,creativityandenergy.
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10. Appendices
AppendixA
Listofthecoursesthathavereceivedfunding
Year Applicant Professor Type Code Title Faculty
2013 JeanQuirion JeanQuirion Individual TRA3555 Initiationàlaterminologieetà FacultyofArtslaterminotique
2013 ElizabethMarshman ElizabethMarshman Individual TRA3155 IntroductiontoTerminologyand FacultyofArtsTerminotics
2013 DenisBachand DenisBachand Individual CIN3597 Cinémascanadienetquébécois: FacultyofArtsfiction
2013 SimonLemaire SimonLemaire Individual ANP1507 Anatomiehumaineet FacultyofMedicinephysiologieIII
2013 AnneVallely AnneVallely Individual SRS2113 WorldReligionsII FacultyofArts
2013 ColinMontpetit ColinMontpetit Individual BIO2133 Genetics FacultyofScience
2013 RaphaelCanet RaphaelCanet Individual DVM5595 Altermondialisation, FacultyofSocialSciencesmondialisationetdéveloppement
2103 MatthewKerby MatthewKerby Individual POL3371 QuantitativeMethodsfor FacultyofSocialSciencesPoliticalScience
2013 AlisonFlynn AlisonFlynn Individual CHM3122 ApplicationofSpectroscopyin FacultyofScienceChemistry
2013 DavidPetrasek DavidPetrasek Individual ECH3330B InternationalHumanRightsLaw FacultyofSocialSciencesandPolicy
2013 LysanneLessard LysanneLessard Individual MBA5670 Technologiedel'informationet TelferSchoolofdecommunicationpourle Managementgestionnaire
2013 GregRichards GarrickApollon Program MBA5211 CorporateGovernanceand TelferSchoolofEthics Management
RichardClayman Program MBA5236 LeadershipandManagement TelferSchoolofManagement
MichealMiles Program MBA5237 ChangeManagement TelferSchoolofManagement
CherylSusan Program MBA5241 ManagerialAccounting TelferSchoolofMcWatters InformationandDecisions Management
GregoryRichards Program MBA5265 ManagingCorporate TelferSchoolofPerformance Management
GregoryRichards Program MBA5266 PerformanceManagement: TelferSchoolofBusinessProcessModelling Management
LysanneLessard Program MBA5270 InfoandCommunications TelferSchoolofTechnologyforManagers Management
AmirKhataie Program MBA5280 OperationsManagement TelferSchoolofManagement
PavelAndreev Program MBA5300 DataAnalysis TelferSchoolofManagement
AmirKhataie Program MBA5340 ManagerialAccounting TelferSchoolofInformationandDecisions Management
2013 RichardBarwell CharleneToal-Sullivan Program EDU5301 Principlesofeducational FacultyofEducationplanningforthehealthprofessions(part1)
CharleneToal-Sullivan Program EDU5302 Principlesofeducational FacultyofEducationplanningforthehealthprofessions(part2)
EricDionne Program EDU5699 Stratégiesd'évaluationdes FacultyofEducationapprentissagesenenseignementauxprofessionnelsdelasanté
EricDionne Program EDU5699 Évaluationdeprogramme FacultyofEducation
2014 CarlaHall CarlaHall Individual ESL2121 ReadingandWritingSkillsfor FacultyofArtsSecondLanguageLearners:AdvancedLevel
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2014 GurpritKindra GurpritKindra Individual ADM2320 Marketing TelferSchoolofManagement
2014 MistraleGoudreau MistraleGoudreau Individual DCL6739 Thèmeschoisisendroit-Lalégislationetautresinstrumentsnormatifs
FacultyofLaw
2014 ClaireDuchesne ClaireDuchesne Individual EDU5600 L'apprentissageal'âgeadulte FacultyofEducation
2014 CristinaPerissinotto CristinaPerissinotto Individual ITA1911 Beginner’sItalian FacultyofArts
2014 MauriceTaylor MauriceTaylor Individual EDU5206 Programplanningineducation
adult FacultyofEducation
2014 MaudeChoko MaudeChoko Individual DRC1714 ObligationsII FacultyofLaw
2014 MayTelmissany MayTelmissany Individual ARB3101 ArabCinemaandVisualMedia FacultyofArts
2014 VincentCaron VincentCaron Individual DCL1714 ObligationsII FacultyofLaw
2014 DouglasFleming DouglasFleming Individual EDU5146 Social,Political,andCulturalIssuesinSecondLanguageEducation
FacultyofEducation
2014 ClaireIsaBelle ClaireIsaBelle Individual PED3519 Systèmescolairefranco-ontarien FacultyofEducation
2014 AdeleReinhartz AdeleReinhartz Individual SRS4107 SelectedCulture
TopicsinReligionand FacultyofArts
2014 FrancoisChiocchio FrancoisChiocchio Individual ADM2737 Dotationdesorganisations TelferSchoolofManagement
2014 MartineLagacé MartineLagacé Individual CMN3502 Méthodesrecherche
quantitativesde FacultyofArts
2014 TolgaYalkin TolgaYalkin Individual CML2313 ConstitutionalLawII FacultyofLaw
2014 PavelAndreev PavelAndreev Individual ADX5300 DataAnalysis TelferSchoolofManagement
2014 JohnLewis JohnLewis Individual BIO3305 CellularBiology FacultyofScience
2014 ColinMontpetit ColinMontpetit Individual BIO3705 Physiologiecellulaire FacultyofScience
2014 SheriZhang SheriZhang Individual CHN1901 IntroductiontoChinese(intermediate,advanced)
FacultyofArts
2014 SheriZhang SheriZhang Individual CHN2101 ModernChineseCulture FacultyofArts
2014 TamaraKotar TamaraKotar Individual POL3162 PoliticalViolence FacultyofSocialSciences
2014 ElaineBeaulieu ElaineBeaulieu Individual BCH4501 Structurehumain
etfonctiondugénome FacultyofScience
2014 PierreBeaudet PierreBeaudet Individual DVM5195 Socialmovementsglobalization
and FacultyofSocialSciences
2014 AnneVallely AnneVallely Individual SRS3712 L'Hindouisme FacultyofArts
2014 PhyllisDalley PhyllisDalley Individual PED3519 Systèmescolairefranco-ontarien FacultyofEducation
2014 Marie-JoseeHamel IsabelleLeCoin Program FLS2741 Compréhensiondel'écritfrançaislangueseconde
en FacultyofArts
MonikaJesak Program FLS2761 Perfectionnementdel'expressionécriteenfrançaislangueseconde
FacultyofArts
Mary-RuthEndicott Program FLS3500 Certificationenlangueseconde FacultyofArts
Mary-RuthEndicott Program ESL3100 Certificationinsecondlanguage FacultyofArts
NikolaySlavkov Program ESL2362 WritingSkillsforSecondLanguageLearners
FacultyofArts
2014 EmmanuelDuplaa
Program PED3540 Apprentissageetàl'élémentaire
enseignement FacultyofEducation
Program PED3757 Didactiquedesl'élémentaire
mathématiquesà FacultyofEducation
Program PED3764 Éducationartistiquel'élémentaire
a FacultyofEducation
Program PED3761 DidactiqueprimaireH
dufrançaisaucycle FacultyofEducation
Program PED3762 DidactiquemoyenH
dufrançaisaucycle FacultyofEducation
Program PED3756 Didactiquesdesscienceshumainesetsocialesà
FacultyofEducation
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l'élémentaireH
Program PED3758 Didactiquestechnologie
dessciencesetàl'élémentaire
deH
la FacultyofEducation
Program PED3545 Educationaucyclecoursenligne
préparatoire FacultyofEducation
Program PED4542 Intégrationsdesapprentissagesetdéveloppementprofessionnelàl'élémentaire
FacultyofEducation
2014 NathalieBelanger NathalieBelanger Individual EFR2500 Lesvisagesdelafrancophoniedanslemonde
FacultyofArts
NathalieBelanger Individual EFR4500 Séminaired'intégrationenétudesdesfrancophonies
FacultyofArts
2015 GeorgesAbou-Hsab GeorgesAbou-Hsab Individual ARB2101 ArabicCultureI FacultyofArts
2015 FranceGravelle FranceGravelle Individual PED3519 Sociétéetsystèmefranco-ontarien
scolaire FacultyofEducation
2015 PeterMilley PeterMilley Individual PED3141 CurriculumPlanning,Implementation,andAssessment,Part1
FacultyofEducation
2015 CatherineMarviplis CatherineMarviplis Individual MCG4345 Aerodynamics FacultyofEngineering
2015 J.CraigPhillips J.CraigPhillips Individual NSG3123 CommunityHealthNursing FacultyofHealthSciences
2015 VincentCaron VincentCaron Individual DRC1514 ObligationsI FacultyofLaw
2015 JoanneSt.Lewis JoanneSt.Lewis Individual CML1105 FirstYearThematicCourse FacultyofLaw
2015 JuliePaquin JuliePaquin Individual DRC1514 DroitdesobligationsI FacultyofLaw
2015 Paul MayerSharonCurtis
for PaulMayerforSharonCurtis
Individual CHM4354 Principlesanalysis
ofinstrumental FacultyofScience
2015 RebeccaTiessen RebeccaTiessen Individual DVM4154 GlobalStudiesandCitizenship FacultyofSocialSciences
2015 RebeccaTiessen RebeccaTiessen Individual DVM2106 IntroductiontoInternationalDevelopment:Issues
FacultyofSocialSciences
2015 AlisonFlynn AlisonFlynn Individual CHM1321 OrganicChemistryI FacultyofScience
AlisonFlynn Individual CHM1721 ChimieorganiqueI FacultyofScience
AlisonFlynn Individual CHM2120 OrganicChemistryII FacultyofScience
2015 MayTelmissany MayTelmissany Individual ARB2103 PopCultureintheArabWorld FacultyofArts
2015 JeanQuirion JeanQuirion Individual TRA2988 DocumentationandLexicology FacultyofArts
2015 RyanFraser RyanFraser Individual TRA3190 ComparativeStylistics FacultyofArts
2015 RuthBradley-St-Cyr RuthBradley-St-Cyr Individual ENG1100 WorkshoponEssayWriting FacultyofArts
2015 JoséeLagacé JoséeLagacé Individual ORA6520 ÉvaluationaudiologiqueI FacultyofHealthSciences
2015 BeatrizPerez
Martin- BeatrizMartin-Perez Individual CVG4148 TheoryofStructures FacultyofEngineering
2015 NafisaBano NafisaBano Individual MCG5129 Hotworkingofmetals FacultyofEngineering
2015 JocelyneTourigny JocelyneTourigny Individual NSG6801 Projetcliniqueensoinsinfirmiersdeniveauavancé
FacultyofHealthSciences
2015 MaudeChoko MaudeChoko Individual DRC4731 Thèmesetdroit
choisisendroit:Artistes FacultyofLaw
2015 JenniferQuaid JenniferQuaid Individual DRC1707 DroitpénalI FacultyofLaw
2015 LiliaKarnizova LiliaKarnizova Individual ECO2115 IntroductiontoTerminologyTerminotics
and FacultyofSocialSciences
2015 DavidPetrasek DavidPetrasek Individual API6399 LawandWar FacultyofSocialSciences
2016 JeorgEsleben ChristinaPerissinotto Individual ITA1912 ElementaryItalianII FacultyofArts
2016 JeorgEsleben ChristinaPerissinotto Individual ITA3106 TheItalianRenaissance FacultyofArts
2016 JeorgEsleben MayTelmissany Individual ARB3102 ArabCanadianStudies FacultyofArts
2016 IanDennis IanDennis,Dr.BradleySt-Cyr
Ruth Individual ENG1100 WorkshoponEssayWriting FacultyofArts
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2016 IsaacNahon DianeGagnon+Matte Individual CMN3530 Planificationdescommunications
FacultyofArts
2016 IsaacNahon DinaSalha Individual CMN2173 AdvertisingandSociety FacultyofArts
2016 IsaacNahon RukhsanaAhmed Individual CMN3103 QualitativeMethods FacultyofArts
2016 KoukyFianu Jean-LouisTrudel Individual HIS2129 Technology,SocietyEnvironment
and FacultyofArts
2016 NicoleSt-Onge RebeccaMargolis Individual CDN1300 Intro.JewishCanadianStudies FacultyofArts
2016 DominiqueCôté AdeleReinhartz Individual SRS2382 WorldoftheNewTestament FacultyofArts
2016 DominiqueCôté AdeleReinhartz Individual SRS3113 ReligionandCinema FacultyofArts
2016 MartineRhéaume LauraAmbrosio Individual FLS2522 Compréhensionetexpressionoraleenfrançaislangueseconde:niveauavancé
FacultyofArts
2016 MartineRhéaume MartineRhéaume Individual FLS2771 GrammairefrançaisepourétudiantsenlanguesecondeniveauavancéI
:FacultyofArts
2016 MartineRhéaume MartineRhéaume Individual FLS2521 Lecturesetécritureenfrançaislangueseconde:niveauavancé
FacultyofArts
2016 MartineRhéaume MartineRhéaume Individual FLS3773 Dév.duvocabulaireenFLS FacultyofArts
2016 MartineRhéaume Marie-JoséeHamel Individual FLS3791 Technologies,Internetetmédiassociauxpourl’acquisitionduFrançaislangueseconde
FacultyofArts
2016 MartineRhéaume MartineRhéaume Individual FLS2512 Communicationoraleetécriteenfrançaislangueseconde:niveauintermédiaireII
FacultyofArts
2016 LorraineGibert JakubZdebik Individual ART1305 ArtandImage FacultyofArts
2016 LorraineGibert JakubZdebik Individual ART1705 ArtandImage FacultyofArts
2016 JohnCurrie JamieLiew Individual CML4122 InterdisciplinaryStudiesinLaw:ProvidingMedical/PsychologicalEvidenceforRefugees
FacultyofLaw
2016 JohnCurrie EllenZweibel Individual CML3304 Taxation FacultyofLaw
2016 FrançoisLarocque F.Larocque+C.Magnan Individual CML4506 Introductionàlacommonlawfrançais
en FacultyofLaw
2016 NathalieBélanger StéphaneLevesque Individual EDU6504 Histoiredel'éducation FacultyofEducation
2016 NathalieBélanger NathalieBélanger Individual EDU6699 Évaluationdeprogramme FacultyofEducation
2016 NathalieBélanger ClaireIsabelle Individual EDU5832 Développementdesrelationsaveclacommunauté
FacultyofEducation
2016 RichardBarwell PeterMilley Individual EDU6111 Curriculum,politics&policy FacultyofEducation
2016 RichardBarwell BernardAndrews Individual EDU5199 Synthesisseminar FacultyofEducation
2016 RichardBarwell RuthKane Individual EDU6290 Researchineducation FacultyofEducation
2016 NicholasNg-A-Fook KatherineMoreau Individual PED4141 CurriculumPlanning—PartII FacultyofEducation
2016 NicholasNg-A-Fook TracyCrowe Individual PED3150 Becomingateacher FacultyofEducation
2016 NicholasNg-A-Fook TracyCrowe Individual PED3151 Enactingcollaborative FacultyofEducation
2016 NicholasNg-A-Fook PeterMilley Individual PED3102 Schooling&Society FacultyofEducation
2016 NathalieBélanger ClaireDuchesne Individual EDU6604 Développementdel'adulte FacultyofEducation
2016 LiamPeyton StéphaneSomé(replacesMiguelGarson)
Individual SEG1911-B Communicationetprofessionnelle
responsabilité FacultyofEngineering
2016 LiamPeyton LiamPeyton Individual SEG1911-A ProfessionalCommunicationResponsibility
and FacultyofEngineering
2016 NatalieBaddour CatherineMavriplis Individual MCG3341 FluidMechanicsII FacultyofEngineering
2016 NatalieBaddour JamesMcDonald Individual MCG3340 FluidMechanicsI FacultyofEngineering
2016 NatalieBaddour MarianneFenech Individual MCG3143 Bio-FluidMechanics FacultyofEngineering
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2016 NatalieBaddour FrançoisRobitaille Individual MCG4117 Intro.tocompositematerials FacultyofEngineering
2016 CollinRennie MartinNoël Individual CVG4145 ReinforcedConcreteDesignII FacultyofEngineering
2016 CollinRennie LeandroSanchez Individual CVG2141 CivilEngineeringMaterials FacultyofEngineering
2016 CollinRennie LeandroSanchez Individual CVG2541 Matériauxdugéniecivil FacultyofEngineering
2016 FranceRioux ChantalMatar Individual NUT4507 Aliments,SantéetNutraceptique FacultyofHealthSciences
2016 YueChen DougCoyle Individual EPI5189 HealthEconomicEvaluation FacultyofMedicine
2016 YueChen DavidMoher Individual EPI5244 SpecialTopicin(Journalology)
Epidemiology FacultyofMedicine
2016 YueChen TimRamsay Individual EPI5242 Biostatistics FacultyofMedicine
2016 MonicaNevins GillesLamothe Individual MAT1371 DescriptiveStatistics FacultyofScience
2016 MonicaNevins GillesLamothe Individual MAT1771 Statistiquedescriptive FacultyofScience
2016 PaulMayer PaulMayer Individual CHM4354 PrinciplesAnalysis
ofInstrumental FacultyofScience
2016 ThomasBrabec AndrzejCzajkowski Individual PHY1331 PrinciplesofPhysicsI FacultyofScience
2016 MarieDrolet SimonLapierre Individual SVS6705 Problématiquedelaviolenceinterventionsociale
et FacultyofSocialSciences
2016 CatherineHeyes
Liston- CatherineListon-Heyes
Individual API5126 MicroeconomicPolicy FacultyofSocialSciences
2016 PierreBeaudet PierreBeaudet Individual DVM2506 Introductionaudéveloppementinternational(Contemporain)
FacultyofSocialSciences
2016 LauchlanMunro MahmudMasaeli Individual DVM2350 FoundationofPoliticalThought FacultyofSocialSciences
2016 LauchlanMunro MahmudMasaeli Individual DVM3130 EthicsandInternationalDevelopment
FacultyofSocialSciences
2016 DavidDelcorde GillesLevasseur Individual ADM3360 BusinessLaw TelferSchoolofManagement
2016 NandiniSrikantiah StephaneTywoniak Individual CPL5101 SystemsThinking TelferSchoolofManagement
2016 NandiniSrikantiah LaurentLapierre Program CPL5102 Self-RealizationandPersonalDevelopment
TelferSchoolofManagement
2016 NandiniSrikantiah JonathanCalof;lkaLavagnon
Program CPL5103 StrategicManagementofComplexProjectsandPrograms
TelferSchoolofManagement
2016 NandiniSrikantiah FrancoisChiocchio Program CPL5104 OrganizationalBehaviourofProjectteamsandtheirSystems
TelferSchoolofManagement
2016 NandiniSrikantiah MichaelMiles Program CPL5105 PlanningandCommunicatingChangeEffectively
TelferSchoolofManagement
2016 NandiniSrikantiah DanRoss Program CPL5106 AcquisitionStrategies TelferSchoolofManagement
2016 NandiniSrikantiah Notidentified Program CPL5107 Laws,Regulations,IntellectualPropertyandContracts
TelferSchoolofManagement
2016 NandiniSrikantiah Notidentified Program CPL5108 StrategicallyManagingRisk TelferSchoolofManagement
2016 NandiniSrikantiah Notidentified Program CPL5109 BusinessPlanningandCases:MethodsandImplementation
TelferSchoolofManagement
2016
NandiniSrikantiah Notidentified Program CPL5110 NegotiationStrategies TelferSchoolofManagement
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AppendixB
Timeline—StepstofollowfortheFundingProgram
• Step1: End of October—Beginning of November—Distribution of the Expressions ofInteresttoprogramdirectors.
• Step2:MidDecember—DeadlinefordirectorstosubmitExpressionsofInterest.
• Step3: Before the closing ofDecember—Distributionof personalized forms and relateddocumentstoprofessors.
• Step4:MidFebruary—Deadlineforprofessorstosubmitproposals.
• Step5:FromMidFebruarytoMidMarch—Proposalevaluationprocess.
• Step5: Mid March—Announcement of the recipients and issuance of letters ofacceptance.
• Step6:EndofApril(atthelatest)—Transferfundstotheselectedfaculties.
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AppendixC
LaunchofFundingProgram2016-2017
TheBlendedLearningInitiative(BLI) invitesprofessorstosubmitexpressionsofinterestto theirDepartmentorProgramDirectorstoourannualFundingProgramforBlendedCourseDesign.
Determining how to effectively leverage technology and pedagogy to improve thestudents’ learning experience isasignificantchallenge.Overthepastthreeyears,theBLIhasfundedmorethan150courses andworkedwithover500professors to addressthese challenges and support the creation of quality blended courses on campus.Buildingonourpreviouscommitments,thisyearourservicewillbeallocating$270,000inongoingsupportforthedevelopmentofblendedcourses.
ThreePossibleFundingTracks
In an effort to provide more targeted support and funding, expressions of interestcan now identify coursesunderthreedifferentfundingtracks.Theseinclude:
1. Individualcourses:whereinterestedapplicantsdeveloptheirblendedcourse(s)independentof othercoursesinaprogramorcoursesequence.
2. Programs:whereinterestedapplicantsdevelopthreeormoreblendedcoursesincoordination withoneanotheraspartofaprogramorcoursesequence.
3. Pastrecipients:whereinterestedapplicants,whohavepreviouslyconvertedanddelivereda courseinablendedformat,developadditionalmaterialfortheirblendedcourse.
Submissioninstructionsanddeadline
We encourage all professors who wish to apply for funds to inform their respectiveDirectors of their interest. Directors are responsible for approving and submittingexpressions of interest on behalf of theirDepartmentorProgram.Thereisnolimitonthenumberofcoursesthatcanbesubmittedaspart oftheexpressionofinterest.
Whatisablendedcourse?
Ablendedcourseisdesignedsuchthatsomein-classtimeissubstitutedbyequallymeaningful onlineactivities(clickherelearnmore).
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Members of the Blended Learning Initiative (BLI) team are available to speak withDirectors, committees, or individuals about the definition, benefits, and challenges ofblendingindividualcoursesorprograms.
Expressionsofinterestaredue:December15th,2016.
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AppendixD
Part1-Thefirstface-to-facesessionallowsparticipantstofamiliarizethemselveswiththestructure,thetools and the resources at their disposal throughout the length of the program. Furthermore, animportant part of the session is dedicated to the first steps of the blended course designprocess, from the initial reflection about the particularities of this type of course and theparadigmshifttotheessentialroleofthelearningoutcomes.
Worktobedoneonline§ Completetheassessmentofyourcourse'slearningcontext;§ Identifytheessentiallearningforyourcourse;§ Establishaworkflow;§ Writethelearningoutcomesforyourcourse.
Part 2 - This second face-to-face session allows participants to continue their design process by focusingspecifically on learning activities that must be designed within the framework of a blended course. Itexploresthe importanceofcomplementaritiesbetween in-classactivitiesandthosethatstudentsmust complete online. Part of this session takes place in a laboratory to allow participants toexplorethetoolsusedtodesignonlineactivities.
Worktobedoneonline§ PlanthesequenceoflearningsituationsforyourcourseusingGarrisonandVaughan'sPlanningTool(2007):
- Tip1:Severalweeksordaysbeforethenextin-classcourse.Inthiscase,duringonespecificweek(unitormodule)wherethecourse isstrictlygivenonline, informationpertainingtothe course plan will be placed in the columns "Before" or "After", depending on thecontext.
- Tip2:Thedetailsoftheplannedlearningsituations,whetherin-classoronline,canalsobeindexedinthistool.
LearningOutcomes
Attheendofthissession,participantswillbeableto:§ Describethekeyprinciplesthatmustbeconsideredwhendesigningin-classandonlinelearningactivities;§ Determinethemostrelevantactivities(in-classandonline)inordertomeetthelearningoutcomesidentified
whichareconsistentwiththeexemplarypracticesinthefieldofdynamiclearning:- Byselectingfromalistofinstructionalstrategiesfocusedondynamiclearning(in-classandonline);- Bycontributingnewideastothelistofinstructionalstrategiesfocusedondynamiclearning(in-classandonline);
§ Selectresourcesandtechnologicaltoolsbasedonexemplarypracticesforblendedlearningandteaching;§ Planlearningsituations(in-classandonline)withthehelpofaplanningtemplate;§ assessthelearningsituations(in-classandonline)producedbypeersbysupplyingconstructivefeedbackabout
thealignmentbetweenthelearningoutcomes,thesituationinquestion(REVIEW),theinstructionalstrategiesandthelearningtools.
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Part 3 - This third face-to-face session is part of the continued design process and specifically addressesassessmenttoolsandtheoptionsavailableinablendedcoursecontext;thetoolsin-classandonline.Partofthis session takes place in a laboratory to allow participants to explore the tools used to designdifferentonlineassessmentactivities.
Worktobedoneonline§ Design an assessment plan that takes into consideration the progression of learning and thestudentdiversity;
§ Build assessment tools (in-class and online) that will measure the achievement of learningoutcomesinyourcourse;
§ Submitanassessmentplan,ifyouwishtoreceivefeedback.
Part4 -This final face-to-facesessionmarks theendofthe design process and transitions to the preparationassociatedwithteachingablendedcourse.Participantscan use this opportunity to have their workassessedbytheirpeersandtheirtrainingteam.Thisis also the final step before the beginning of thecourses and of the best practices – based on thedocumentationand the research in their field–onteachingablendedcourse.
Worktobedoneonline
Writeacompletelessonplan;
§ § Completeeverylearningsituation(thosein-classandonline);§ Build(orcomplete)theonlineplatformfortheircourse(s)(organization,writing,etc.);§ Planthein-classlearningopportunities;§ Plananddesigntheassessmenttasksandfeedbackstrategies;§ Organizetheteachingassistants'work(ifapplicable).
LearningOutcomes
Attheendofthissession,participantswillbeableto:§ Chooseanddesigneffectiveassessmenttools(suchasmultiplechoicequestions,correspondencequestions,
comparisonquestions)inrelationtothecourse'slearningoutcomes:- Byusingresourcesinevaluationandexamdesign;- ByinterpretingtheScantrondatathatcanhelpimprovemultiplechoicequestions;- ByidentifyingassessmentactivitiesthatcanbeadministeredbyBlackboardLearn;
§ Chooseanddesigneffectiveassessmenttools(suchasmultiplechoicequestions,correspondencequestions,comparisonquestions)inrelationtothecourse'slearningoutcomes:
- Byexchangingideasandtechniquesonhowtoimprovegradingpractices;- Bydevelopingdetailedevaluationgridsthatallowforastandardizedevaluationofstudents'work;- ByidentifyingevaluationactivitiesthatcanbeadministeredbyBlackboardLearn.
LearningOutcomes
Attheendofthissession,participantswillbeableto:§ Giveconstructivefeedbackabouttheblended
coursedesign;§ Describethewinningpracticesinvolvedin
teachingablendedcourse;§ IdentifyrelevantresourcestotheTLSS.
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11. References
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Caulfield,J.(2011).HowtoDesignandTeachaHybridCourse:AchievingStudent-CenteredLearningthroughBlendedClassroom,Online,andExperientialActivities.Sterling,VA:StylusPublishing.
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Garrison,D.R.&Vaughan,N.D.(2011).BlendedLearninginHigherEducation:Framework,Principles,andGuidelines.SanFrancisco,CA:Jossey-Bass.
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Wiggins,G.&McTighe,J.(2005).UnderstandingbyDesign(2ndEd.).Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.
GeneralTheory
Akyol,Z.,&Garrison,D.R.(2011).Understandingcognitivepresenceinanonlineandblendedcommunityofinquiry:Assessingoutcomesandprocessesfordeepapproachestolearning.BritishJournalofEducationalTechnology,42(2),233-250.
Akyol,Z.,Garrison,D.R.,&Ozden,M.Y.(2009).Onlineandblendedcommunitiesofinquiry:Exploringthedevelopmentalandperceptionaldifferences.TheInternationalReviewofResearchinOpenandDistributedLearning,10(6),65-83.
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MediaInternational,48(3),221-234.
Halverson,L.R.,Graham,C.R.,Spring,K.J.,&Drysdale,J.S.(2012).Ananalysisofhighimpactscholarshipandpublicationtrendsinblendedlearning.DistanceEducation,33(3),381-413.
Halverson,L.R.,Graham,C.R.,Spring,K.J.,Drysdale,J.S.,&Henrie,C.R.(2014).Athematicanalysisofthemosthighlycitedscholarshipinthefirstdecadeofblendedlearningresearch.TheInternetandHigherEducation,20,20-34.
Hood,M.(2013).Bricksorclicks?Predictingstudentintentionsinablendedlearningbuffet.AustralasianJournalofEducationalTechnology,29(6),762-776.
Kaleta,R.,Skibba,K.,&Joosten,T.(2007).Discovering,designing,anddeliveringhybridcourses.InA.G.Picciano&C.D.Dziuban(Eds),Blendedlearning:Researchperspectives(pp.111-143).Needham,MA:TheSloanConsortium.RetrievedfromURL:http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf
Moskal,P.,Dziuban,C.,&Hartman,J.(2013).Blendedlearning:Adangerousidea?TheInternetandHigherEducation,18,15-23.
Owston,R.,York,D.,&Murtha,S.(2013).Studentperceptionsandachievementinauniversityblendedlearningstrategicinitiative.TheInternetandHigherEducation,18,38-46.
Torrisi-Steele,G.,&Drew,S.(2013).Theliteraturelandscapeofblendedlearninginhighereducation:theneedforbetterunderstandingofacademicblendedpractice.InternationalJournalforAcademicDevelopment,18(4),371-383.
Woods,R.,Badzinski,D.M.,&Baker,J.(2007).Studentperceptionsofblendedlearninginatraditionalundergraduateenvironment.InA.G.Picciano&C.D.Dziuban(Eds),Blendedlearning:Researchperspectives(pp.203-229).Needham,MA:TheSloanConsortium.RetrievedfromURL:http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf
InstitutionalOrganizations
Carbonell,K.B.,Dailey-Hebert,A.,&Gijselaers,W.(2013).Unleashingthecreativepotentialoffacultytocreateblendedlearning.TheInternetandHigherEducation,18,29-37.
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Garrison,D.R.,&Vaughan,N.D.(2013).Institutionalchangeandleadershipassociatedwithblendedlearninginnovation:Twocasestudies.Theinternetandhighereducation,18,24-28.
Graham,C.R.,Woodfield,W.,&Harrison,J.B.(2013).Aframeworkforinstitutionaladoptionandimplementationofblendedlearninginhighereducation.Theinternetandhighereducation,18,4-14.
Owston,R.(2013).Blendedlearningpolicyandimplementation:Introductiontothespecialissue.TheInternetandHigherEducation,18,1-3.
Porter,W.W.,Graham,C.R.,Spring,K.A.,&Welch,K.R.(2014).Blendedlearninginhighereducation:Institutionaladoptionandimplementation.Computers&Education,75,185-195.
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Culture.JournalofAppliedLearningTechnology,3(1),12-15.
Taplin,R.H.,Kerr,R.,&Brown,A.M.(2013).Whopaysforblendedlearning?Acost–benefitanalysis.TheInternetandHigherEducation,18,61-68.
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BlendedCourseDesign
Ausburn,L.J.(2004).Coursedesignelementsmostvaluedbyadultlearnersinblendedonlineeducationenvironments:AnAmericanperspective.EducationalMediaInternational,41(4),327-337.
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Helms,S.A.(2014).Blended/hybridcourses:areviewoftheliteratureandrecommendationsforinstructionaldesignersandeducators.InteractiveLearningEnvironments,22(6),804-810.
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McGee,P.,&Reis,A.(2012).BlendedCourseDesign:ASynthesisofBestPractices.JournalofAsynchronousLearningNetworks,16(4),7-22.
Means, B., Toyama, Y.,Murphy, R.,&Bakia,M. (2013). The effectiveness of online andblendedlearning:Ametaanalysisoftheempiricalliterature.TeachersCollegeRecord,115(3),1–47.
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ParticipativeEvaluation
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