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

CONTACT INFORMATION

Dr. Linda S. Futchlsfutch@mail.ucf.edu

Sue Bauersbauer@mail.ucf.edu