Recent Changes

Tuesday, February 17

  1. page Hybrid Afternoon edited ... While you are crafting your response, we invite you to post your responses to the Google Docs …
    ...
    While you are crafting your response, we invite you to post your responses to the Google Docs after each questions.
    After you’ve had a chance to make some notes to yourself and post them to the Google Doc, we’ll invite participants to present their ideas and reasoning to the large group. Each presentation will be followed by a brief discussion and feedback from the facilitators and the group as a whole.

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    11:28 am
  2. page Guest Talk edited The digital future: Who is driving the bus? Higher education is undergoing a rapid transformat…

    The digital future: Who is driving the bus?
    Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, including blended learning, learner analytics, MOOCs, open education resources (OER), mobile technologies, social media, gamification, and more. How do we decide what is right for us and our students? I will discuss considerations derived from these trends that will help us design our future.
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    11:02 am
  3. page Hybrid Morning edited ... 10 Questions Learning Module
    ...
    10 Questions
    Learning Module

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    8:24 am

Saturday, February 14

  1. page home edited Welcome to the UT wiki for the T&L event facilitated by Tanya Joosten on February 17th! Get…

    Welcome to the UT wiki for the T&L event facilitated by Tanya Joosten on February 17th!
    Getting Started
    There are three sessions: Hybrid Morning [novice], Guest Talk, and Hybrid Afternoon [experienced].
    A link for each session and additional materials is available on the left panel.
    Check the resources tab to find access to resources I discuss during the sessions.
    Need Help?
    Feel free to tweet me, http://twitter.com/tjoosten, @tjoosten, or via email/chat at Google at joostentanya[at]gmail.com.

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    5:57 pm
  2. page Guest Talk edited ... Higher education is undergoing a rapid transformation due to changes in societal interests and…
    ...
    Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, including blended learning, learner analytics, MOOCs, open education resources (OER), mobile technologies, social media, gamification, and more. How do we decide what is right for us and our students? I will discuss considerations derived from these trends that will help us design our future.
    Access to slides (PPT) is available at:
    http://slideshare.net/tjoosten
    (view changes)
    5:52 pm
  3. page Guest Talk edited The digital future: Who is driving the bus? Higher education is undergoing a rapid transformation…
    The digital future: Who is driving the bus?
    Higher education is undergoing a rapid transformation due to changes in societal interests and values. As educators, we must be responsive to these changes and look to develop strategies to best meet the needs of our students inside and outside of the classroom. We are bombarded with new technologies and practices to aid us in our efforts, including blended learning, learner analytics, MOOCs, open education resources (OER), mobile technologies, social media, gamification, and more. How do we decide what is right for us and our students? I will discuss considerations derived from these trends that will help us design our future.

    Access to slides (PPT) is available at:
    (view changes)
    5:47 pm
  4. page Resources edited Resources: PowerPoint Presentation | http://www.slideshare.net/tjoosten/ Take this survey!! htt…
    Resources:
    PowerPoint Presentation | http://www.slideshare.net/tjoosten/
    Take this survey!!
    http://professorjoosten.blogspot.com/2014/10/ensuring-quality-survey-for-those-who.html
    Perfecting the blend, next 5 questions/issues
    http://blend12nextquestions.wikispaces.com/
    Defining Flipped as Blended
    http://aln13flipped.wikispaces.com
    UWMLTC Faculty Development Evaluations:
    https://www.dropbox.com/s/y4vihls743qilvq/UWMLTC%20Faculty%20Development%20Evaluation%20Instruments.docx
    Teaching Program:
    http://learningtechnologycenter.org/?page_id=316
    Support Group:
    http://learningtechnologycenter.org/?page_id=319
    Teaching Certification for Blended:
    http://learningtechnologycenter.org/?page_id=326
    Lazirko Award
    http://learningtechnologycenter.org/?page_id=306
    Peer eval handbook can be found at: http://tinyurl.com/UWMEvalHandbook. A condensed version of the peer evaluation guide can be found at:http://uwmltc.org/?p=3813.
    Course evaluation checklist:
    http://professorjoosten.blogspot.com/2010/05/course-evaluation-checklist.html
    Syllabus checklist:
    http://professorjoosten.blogspot.com/2010/05/syllabus-checklist.html
    Learning module checklist:
    http://professorjoosten.blogspot.com/2009/11/learning-module-checklist.html
    Assessment plan checklist:
    http://professorjoosten.blogspot.com/2011/08/assessment-plan-checklist.html
    ALN 2011, Online Programming Guide:
    http://aln2011.wikispaces.com/
    Tanya Joosten's Blog:
    http://professorjoosten.blogspot.com/
    Tanya's Survey Wiki:
    http://mysurveys.wikispaces.com
    POD list of resources (on WikiPODia)
    http://wikipodia.podnetwork.org/Home/topics-for-discussion/impact-_of_teaching_centers
    Van Note Chism, N., Holley, M., & Harris, C. (2012, July). Annotated Bibliography on Impact of Educational Development Interventions. Indiana University, Bloomington, IN.
    http://wikipodia.podnetwork.org/Home/annotated-bibliography-on-the-impact-of-educational-development
    From ELI Learning Circle, Rubrics/Metrics
    “Chico model” : http://www.csuchico.edu/roi/the_rubric.shtml
    Quality Matters : https://www.qualitymatters.org/
    Guskey’s five levels of prof development http://www.educationminnesota.org/en/professional-development/tall/5levels.aspx>>
    Also check out the next iteration of the (CSU-Cal State University) Chico Model which is being adopted by the whole 23-campus CSU system. This model is called “QOLT” Quality Online Learning & Teaching: http://ecatalst.org/our-services/qolt
    Additional resources on ensuring quality in online and blended, including evaluating, please see: http://eli14.wikispaces.com/Resources
    UCF Pedagogical Practice
    http://topr.online.ucf.edu/index.php/Pedagogical_Practice
    ELI Faculty Engagement and Development Resource List
    https://docs.google.com/document/d/1ixQcNjV4QGqJ5QmjEnikMo-3jMuoCaqoFOrGeEPPrc4/edit
    http://tinyurl.com/elifacdev
    UWM Hybrid/Blended faculty development site
    http://hybrid.uwm.edu
    Kaleta, R., Skibba, K. A., & Joosten, T. (2007). Discovering, designing, and delivering hybrid courses. In A. Picciano & C. Dziuban (Eds.), Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. Available at:
    http://dl.dropbox.com/u/22336639/Joosten_Hybrid_Chapter.pdf

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    5:43 pm
  5. page Hybrid Afternoon edited ... 1. Course and a half syndrome Question: Now that you delivered your first blended course and …
    ...
    1. Course and a half syndrome
    Question: Now that you delivered your first blended course and have experienced course and a half, what strategies can one use to streamline the course and help manage instructor workload to avoid course and a half?
    https://docs.google.com/document/d/1R5-CTa3YsZxyuCCBYqCyFCgQDNLU7eutJepm7lnmfuY/edit?usp=sharing
    2. Re-­‐examining course goals and objectives
    Question: How can one identify and build upon the successful elements of learning objectives in the blended model? Specifically, was the learning environment (face-­‐to-­‐face or online) appropriate for the assigned activity and achievement of each learning objective? Did it provide the evidence or documentation that the learning objective was met?
    https://docs.google.com/document/d/1_592diN__z2qH3eRxXnzY6OHD_TzupB9zVtyygFXkQY/edit?usp=sharing
    3. Building presence, enhancing connectivity, and building community
    Question: Sometimes we can lose the connection and our ability as instructors to build presence in the mediated environment. Instructors need to develop skills and strategies to meet these needs in the blended format. What are some ways one can successfully enhance social presence and connectedness with students?
    https://docs.google.com/document/d/1WfJW8R9MPKG_qZVAZK5qYggrE7-Nz_gmexigQHt3i1Y/edit?usp=sharing
    4. Community Building
    Question: Many times when we introduce a mediated environment, we find out course design needed more opportunity for collaborative learning for students to engage students and assist them in building peer networks. Where can your course lends itself in assisting students in building community with other students? the instructor? and, the public?
    https://docs.google.com/document/d/1X1vWAzAqTmcPGPgo-N7iY6S1KTe6EZAwGiFUEhGXXLo/edit?usp=sharing
    5. Managing your time and staying organized
    Question: Many students enroll in blended courses because of the flexibility associated with time shifting. At the same time, they may overbook their schedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in-­‐ and out-­‐of-­‐class time effectively? What effective instructional strategies can one employ to help students stay on track?
    Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?
    https://docs.google.com/document/d/1lIhWfY-b2mZg91q6sC_5vUYT5-WTKUqZOdzsEh685l4/edit?usp=sharing
    References:
    Picciano, A.G. & Dziuban, C., Editors (2006). Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://sloanconsortium.org/node/921
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    5:42 pm
  6. page Hybrid Afternoon edited 2:00 p.m. Hybrid Workshop (Advanced), JS 150 (Binnicker Room) Blended Learning: The Next Steps Ov…
    2:00 p.m. Hybrid Workshop (Advanced), JS 150 (Binnicker Room)
    Blended Learning: The Next Steps
    Overview:
    xxx
    Question 1: xxx
    In transforming one’s course design for blended learning, the initial efforts tend to focus on course design. Instructors focus on develop course models, determining what should be accomplished online and face-­‐to-­‐face, and the organization of the course. After a course is delivered for the first time, several challenges can be encountered and need to be examined in order to perfect the blend.
    Anecdotally, it can take up to three (3) semesters to prefect the blended experiences for you and your students. We have identified “next” questions an instructor should ponder after delivering their course based on our research (see Kaleta, Skibba, and Joosten, 2007) with experienced instructors and our own experiences teaching blended courses.
    A facilitated discussion of potential solutions to the challenges that advanced instructors face after a blended course redesign.
    1. Course and a half syndrome
    Question: Now that you delivered your first blended course and have experienced course and a half, what strategies can one use to streamline the course and help manage instructor workload to avoid course and a half?
    2. Re-­‐examining course goals and objectives
    Question: How can one identify and build upon the successful elements of learning objectives in the blended model? Specifically, was the learning environment (face-­‐to-­‐face or online) appropriate for the assigned activity and achievement of each learning objective? Did it provide the evidence or documentation that the learning objective was met?
    3. Building presence, enhancing connectivity, and building community
    Question: Sometimes we can lose the connection and our ability as instructors to build presence in the mediated environment. Instructors need to develop skills and strategies to meet these needs in the blended format. What are some ways one can successfully enhance social presence and connectedness with students?
    4. Community Building
    Question: Many times when we introduce a mediated environment, we find out course design needed more opportunity for collaborative learning for students to engage students and assist them in building peer networks. Where can your course lends itself in assisting students in building community with other students? the instructor? and, the public?
    5. Managing your time and staying organized
    Question: Many students enroll in blended courses because of the flexibility associated with time shifting. At the same time, they may overbook their schedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in-­‐ and out-­‐of-­‐class time effectively? What effective instructional strategies can one employ to help students stay on track?
    Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?
    References:
    Picciano, A.G. & Dziuban, C., Editors (2006). Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://sloanconsortium.org/node/921
    Activity: Taking the Next Step with Perfecting the Blend
    For this breakout session, we will ask you to respond to one of the five questions in a group at your table. In responding to your question, consider the elements of the question that you find intriguing, problematic or surprising?
    While you are crafting your response, we invite you to post your responses to the Google Docs after each questions.
    After you’ve had a chance to make some notes to yourself and post them to the Google Doc, we’ll invite participants to present their ideas and reasoning to the large group. Each presentation will be followed by a brief discussion and feedback from the facilitators and the group as a whole.

    (view changes)
    5:38 pm

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