Date post: | 16-Jan-2015 |
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Education |
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GETTING STARTED
Please create a table tent…
On the front Name, College, & Role
On the back Two desired session outcomes
Thank you!
ROOM DYNAMICS
Please, at each table, create a mix of: Administrators Faculty Instructional designers
This will assist with our small groups activities this afternoon.
Thank you!
INSTRUCTIONAL STRATEGIES FOR BLENDED LEARNING
Linda Futch & Sue Bauer
The 15th Sloan-C International Conference on Online Learning
Sloan Consortium, 2005
blended learning – the integration of face-to-face and online instruction in a planned and pedagogically sound manner
BLENDINGwith
PURPOSE
Synthesis/ Evaluation
(Papers, Tests, Presentations, E- Portfolios)
Reflection (Blog, Journal, Discussion
Board)
Content (LMS, Media, MUVE)
Dialectic/Questionin
g (Discussion Board)
Social/Emotional(F2F, Discussion Board,
Video)
Collaboration/Student Generated Content
(Wiki, Web 2.0 Tools)
Picciano, 2008
Garrison & Vaughan, 2008
Community of Inquiry Framework
Design & Organization -- plan for social and cognitive presenceSP Principle: Plan to establish a climate that will encourage open communication and trustCP Principle: Plan for critical reflection, discourse and tasks that will support systematic inquiry.
Facilitation -- establish social and cognitive presenceSP Principle: Establish community by shifting to purposeful, collaborative communication. CP Principle: Encourage and support the progression of inquiry through to resolution.
Direct Instruction -- sustain progressive development of social and cognitive presence
SP Principle: Manage collaborative relationships to support students in assuming increasing responsibility for their learning.CP Principle: Ensure that inquiry moves to resolution and that metacognitive awareness develops.
WHO ARE YOUR PRESENTERS?
Dr. Linda S. Futch Doctorate from UCF
Dissertation: “A Study of Blended Learning at a Metropolitan Research University”
Assistant Director of Instructional Design Instructional Designer at UCF for 10+ year
Sue A. Bauer Masters: Instructional Design – Instructional Systems Co-Team Lead of the UCF Instructional Design Team Instructional Designer at UCF for 9+ years
TODAY’S AGENDA
Overview of UCF’s Professional Development Course: IDL6543
Introduction to ADDIE Model Delivery of ADDIE Part I
Small group activities Delivery of ADDIE Part II
Small group activities
Wrap-up/Q&R
BLENDED LEARNING ELEMENTS
Three elements:
1. Course level2. Convergence of two archetypal learning
environments: face-to-face and online3. Reduced seat time
References: Dzuiban, Hartman, Moskal, Sorg, & Truman, 2004; Dzuiban, Hartman, & Moskal, 2004; Garnham & Kaleta, 2002; Graham, 2005; Graham & Allen, in press; Graham, Allen, & Ure, 2003; Graham, Allen & Ure, in press; King, 2002; Leh, 2002; University of Wisconsin, 2005, Voos, 2003
BENEFITS
More Effective Pedagogy - Richness Social Interaction Improved Outcome Convenience, Flexibility, and Increased
Access (Reduced Opportunity Cost) Cost Effectiveness
CHALLENGES
Finding the right blend Increased time demands Technical difficulties Institutional barriers
STUDENT ATTITUDES
Satisfaction Convenience and flexibility Social Interaction Time management and psychological
maturity Technology
IDL6543
Award-winning, non-credit course for faculty
Models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction
Blended Learning Delivery Mode 800+ faculty graduates 35 Deliveries 2500+ courses
Interactive Distributed Learning for Technology Mediated Course Delivery
UCF’S CENTER FOR DISTRIBUTED LEARNING STATS
URL: http://online.ucf.edu/statistics.php Summer 2009
632 courses 23,585 registered students
Spring 2009 1,081 courses 33,153 registered students
A.D.D.I.E - SYSTEMATIC MODEL
ADDIE is an acronym:
Analysis
Design
Development
Implementation
Evaluation
ANALYZE
During analysis, the instructor begins to identify his/her teaching style, the course goals and objectives, the students’ needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the course.
Analysis Resources:• Teaching Style Surveys (Variety of self assessments
available online)• Faculty Self Assessment for Teaching Online (PSU)• Course Assessment Form• Systematic Design of Instruction
DESIGN
Design can be described as a systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.
Design Activities:• Course Map• Bloom’s Taxonomy• Objective Driven Activities Worksheet
DESIGN
“…an orderly, logical method of identifying, developing, and evaluating a set of strategies aimed at attaining a particular goal”
Kemp, Morrison, and Ross
Objectives drive course development. Tools do not. Design Includes:
Purpose Navigation Direction Advanced organizer
DESIGN: OBJECTIVES
DESIGN: ACTIVITIES
Activities/Interaction: Three types of interaction (original model):
learner-content learner-instructor learner-learner
Moore, Michael G. and Greg Kearsley (1996) Distance Education: A Systems View. Wadsworth Publishing Company, Belmont, CA.
DESIGN
Human Interaction Non-human Interaction
Learner - Instructor Learner - Content
Learner - Learner Learner - Environment
Learner - Other (e.g., Web Vets) Learner - Interface/Tools
Modified Activities/Interaction
DESIGN: ASSESSMENT STEP 1
Objective Assessment Student, “How do I know I have achieved the
objectives?” Strategy for assessment
How do you assess? Checklist Quiz Rubric Grading form
Instructional strategies How do you engage students? Ex: papers, projects, group projects, etc
DESIGN: ASSESSMENT STEP 2
Selection choices Tools, media and feedback What tools are available to environment? What media might be used to exemplify,
motivate, inspire? What feedback strategy – how and how often?
Multiple forms?
DESIGN: ASSESSMENT STEP 3
DESIGN: ASSESSMENT
Internal Pass/Fail Mental Checklist
Professional Judgment
External
Answer Key Checklist Rubric
Simple Complex
DESIGN
Web 2.0 (3rd Party Application Concerns) Student/Faculty Support Plan Campus: FERPA, Copyright, Policies
SMALL GROUP ACTIVITY
Discuss Administrative Concerns: Faculty ready to teach online
Teaching style Technology skills
Support – both student and faculty Review Systematic Design of Instruction Write 1 to 3 course objectives Identify interactive activity to achieve objectives How will you evaluate activity/objectives? Look at list of tools available (LMS/CMS)
DEVELOP
It’s where we all want to start!
The actual creation (production) of the content and learning materials based on the Design phase.
Development Activities:• Campus support• Technology/Tool support• Course Completion Plan• Submission Guidelines
IMPLEMENT
Action! The course goes live with students.
Your course delivery plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the students.
Implementation Activities:• Instructor Blog/Reflective Journal• Module “0”• NSSE
EVALUATE
After delivery, the effectiveness of the training materials is evaluated.
Formative and summative evaluations can be delivered. Formative evaluations can be completed during each stage of the ADDIE model. Summative evaluations usually consists of assessments that provide opportunities for feedback from the students.
Evaluation Activities: Create a student feedback form
REPEAT
The unspoken but mandatory step of A.D.D.I.E “Wet Clay” Reasons needed:
Student Feedback Failures/Successes New textbook Newly assigned course objectives
(accreditation) Technology
SMALL GROUP ACTIVITY
Discuss additional Web 2.0 Tools 3rd Party Application Concerns
Student/Faculty Support Plan Campus: FERPA, Copyright, Policies
Which tools will you use for your activity and assessment?
Would you create/use a Module “0?” (If time) Create Student Feedback Form
QUESTIONS & REFLECTIONS
Questions Reflections