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Published on March 27, 2008

Author: Gourangi

Source: authorstream.com

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Blended Learning and Beyond: Developing Successful E-Learning Partnerships:  Blended Learning and Beyond: Developing Successful E-Learning Partnerships Curt Bonk, Indiana University,Professor http://php.indiana.edu/~cjbonk and President, CourseShare cjbonk@indiana.edu http://CourseShare.com What is happening in higher education?:  What is happening in higher education? Slide3:  Any Obstacles to Teaching Online? (Survey of 222 early Web adopters, Bonk, 2001) Problems Faced:  Problems Faced Administrative: “Lack of admin vision.” “Lack of incentive from admin and the fact that they do not understand the time needed.” “Lack of system support.” “Little recognition that this is valuable.” “Rapacious U intellectual property policy.” “Unclear univ. policies concerning int property.” Pedagogical: “Difficulty in performing lab experiments online.” “Lack of appropriate models for pedagogy.” Time-related: “More ideas than time to implement.” “Not enough time to correct online assign.” “People need sleep; Web spins forever.” Slide5:  Any Supports Needed? Primary Institutional Motives for Online Education:  Primary Institutional Motives for Online Education Access (81 percent) Learning (53 percent) Profit (29 percent) Blended Works (Jeff Barbian, Summer 2002, Online Learning, p. 28):  Blended Works (Jeff Barbian, Summer 2002, Online Learning, p. 28) Marc Rosenberg…The question is not if we should blend,” he says. “Rather, the question is what are the ingredients?”...e-learning courses can be blended unto themselves. Blended Learning Clarified (Margaret Driscoll, March 2002, e-learning Magazine, p. 54):  Blended Learning Clarified (Margaret Driscoll, March 2002, e-learning Magazine, p. 54) To combine or mix modes of Web technology (e.g., self-paced, streaming video, audio, text) To combine various pedagogical approaches (constructivism, behaviorism, cognitivism) To combine any instructional technology (videotape, CD, etc.) with face-to-face training To mix instructional technology with actual job tasks to create work and learning harmony Blended Learning Ideas (Margaret Driscoll, March 2002, e-learning Magazine, p. 54):  Blended Learning Ideas (Margaret Driscoll, March 2002, e-learning Magazine, p. 54) Put assessment online Put threaded discussions (community) online Make reference materials available for depth Deliver preclass materials electronically Provide online office hours Extend class with an online coach or mentor Life discussions with experts Create a lifeline for learners outside of class Use email and messaging Slide11:  Posted Resources (e.g., cases, Glossary) More Blended Ideas (Bonk, 2003):  More Blended Ideas (Bonk, 2003) Take to lab for online group collaboration. Take to computer lab for Web search. Take to an electronic conference. Put syllabus on the Web. Create a class computer conference. Require students sign up for a listserv. Use e-mail minute papers & e-mail admin. Have students do technology demos. Slide13:  TICKIT: Rural Teacher Technology Integration IU and IUPUI Education Colleague Technology Ideas:  IU and IUPUI Education Colleague Technology Ideas Load PowerPoint lectures to Web site before class (does not have to bring disk to class) Students submit all work electronically (give time-date stamp and allows updates) Uses designated Lab days (work on collab projects & see innards of computer) Students create digital movie (here a digital research project with questions, background research, interviews, etc.) Blended Learning Advantages:  Blended Learning Advantages Course access at one’s convenience and flexible completion Reduction in physical class time Promotes independent learning Multiple ways to accomplish course objectives Increased opportunities for human interaction, communication, & contact among students Less time commuting and parking Introverts participate more Blended Learning Disadvantages:  Blended Learning Disadvantages Procrastination, procrastination, procrastination Students have trouble managing time Problems with technology at the beginning (try too much) Can be overwhelming or too novel Poor integration or planning Resistance to change Good ideas but lack of time, money, & support How get to instructors to adopt?:  How get to instructors to adopt? Reflection activities (what works) Provide technical support Showcase effective ideas (mini conference) Small pockets of money, recognize in annual merit, or other award systems Instructor of the month spotlight Peer mentoring programs Laptop programs Staff development, send to conferences Some Blended Learning Results…:  Some Blended Learning Results… Higher Education: Student survey results after a hybrid course:  Higher Education: Student survey results after a hybrid course Student feedback N=282 69% felt they could control the pace of their own learning 77% felt they could organize their time better 16% felt the time spent online would have been better spent in class 61% felt there should be more courses like this Making Connections Partnering in a Digital Age:  Making Connections Partnering in a Digital Age Ideas from Ann Hill Duin © Ann Hill Duin, ahduin@umn.edu 2002 Slide21:  “An Internet gateway through which learners, employers, and learning providers are drawn together into a dynamic partnership that creates value for learners, enhances economic development, and engages institutions in meeting the lifelong learning needs of twenty-first century learners” (2001, xvii). Goals & Outcomes – Consensus (Robert Jackson, e-learning 2002):  Goals & Outcomes – Consensus (Robert Jackson, e-learning 2002) Self-paced Preassess/gain scores Independent study Learning management system (LMS) Training manager and programmers Asynchronous Self-paced and synchronous with an instructor Instructor led Rarely Cohort Course management system (CMS) Faculty and graduate students Synchronous FTF and Async Instructor Led Possible Priorities:  Possible Priorities Address a clear learner need Leverage resources; share infrastructure Respond to new markets; improve competitiveness Enhance access and pedagogy of learning US Army Choose Pricewaterhouse:  US Army Choose Pricewaterhouse $453 million e-learning program 10 companies and 29 colleges 12,000 students in year 1; 10,000 more in 2002 Goals: Tech savvy soliders; succeed in on the digitized battlefield, enhance retention and help soldiers achieve academic degrees. Soldiers stationed in Australia, Honduras, Kosovo, Bosnia and Herzegovina, Belgium, Japan, Egypt, the UK, Kuwait, Singapore, Germany, Korea, Macedonia, Italy and Jordan. Distance learner - message:  Distance learner - message I currently live in Maryland and will be moving to Mason City, Iowa to be with family. I have an AA from a community college in Maryland.  I wanted to know if you had a distance education program at [local community college] that I would be able to get involved in.  If you do, could you email me info at … or mail it to me at … Certificate: Using the Internet in Corp Training Jones International University:  Certificate: Using the Internet in Corp Training Jones International University Corp trainers retool existing content for online delivery; build an online module 4 weeks, $550; also optional customized corp training certificate Use Web to enhance course content, & create a powerful, interactive learning environment for trainees. In Search of a Need?:  In Search of a Need? Columbia announced Wednesday that four for-profit education companies -- SmartForce, Zoologic, the Kaplan Colleges, and PrimeLearning -- are now offering mostly noncredit courses on business-related subjects through Fathom's Professional Development Learning Center …The partnerships will benefit Fathom in the short run because Fathom needs the money that the courses will generate, Possible Priorities:  Possible Priorities Address a clear learner need Leverage resources; share infrastructure Respond to new markets; improve competitiveness Enhance access and pedagogy of learning Slide30:  Administrators and faculty members at the Massachusetts Institute of Technology are debating what could become a $100-million effort to create extensive World Wide Web pages for nearly every course the university offers. Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed Also See: MIT Cheered from a Distance, Wired News, http://www.wired.com/news/culture/0,1284,42841,00.html University-World Resource Partnership International Resource Partnerships:  International Resource Partnerships 22 virtual universities to collaborate 9 universities on 4 continents collab to offer online graduate and professional development courses in Asia University of the Arctic is a consortium of 31 “high latitude” colleges, universities, and governments across 8 countries. First course is Introduction to Circumpolar Studies. (Feb. 15, 2002, Chronicle of HE). Possible Priorities:  Possible Priorities Address a clear learner need Leverage resources; share infrastructure Respond to new markets; improve competitiveness Enhance access and pedagogy of learning Level 3 University Partnerships (Dan Carnevale, Chronicle of Higher Ed, Jan 28, 2002):  Level 3 University Partnerships (Dan Carnevale, Chronicle of Higher Ed, Jan 28, 2002) Babson College MBA for Intel Oregon Health and Science Univ MA in Tech Management for Microsoft UT-Austin Online MS in Science, Tech, and Commercialization for IBM Univ of Georgia MBA for PricewaterhouseCoopers Cenquest, President, LaVonne Reimer claims courses are more relevant to occupations (colleges target corp training and exec ed) Babson College and Intel Partnership (Stephen Laster, Syllabus, Feb, 2003, p. 33-35):  Babson College and Intel Partnership (Stephen Laster, Syllabus, Feb, 2003, p. 33-35) Blended: Onsite face to face plus online Blended: Online activities plus CD for bandwidth intensive materials Earn MBA in 27 months Babson College and Intel Partnership (Stephen Laster, Syllabus, Feb, 2003, p. 33-35):  Babson College and Intel Partnership (Stephen Laster, Syllabus, Feb, 2003, p. 33-35) “As with any system, human interaction is a key critical success factor. In this case, faculty and student support are required to ensure that the technology remains transparent. Additionally, face-to-face sessions are required to teach those subjects and concepts that are not naturally supported through the technology.” Reasons for Failures:  Reasons for Failures UNext--Difficult economic period; cited challenges of raising venture capital US Open U—Insufficient revenues; inadequate enrollments; lacking accreditation & name rec E-Cornell—diff from mission; out of thin air Pensare/Duke—lower interest than expected and then market tightened NUYonline—inadequate business plan (similar problems to UMUConline, Virtual Temple, etc.) SUNY-Buffalo—not worth expense & hassle Labor intensive courses, time consuming, etc. Slide38:  IU Online MBA Homepage Kelley Direct Partnership with GM:  Kelley Direct Partnership with GM Joint program with Purdue School of Engineering and Continuing Education Obtain MBA online after complete engineering MS 48 credits normal (cut to 42 in here) March 2002 35 in program 100 waiting to get in Take 1 courses/quarter (3 yr program) Partnership with United Technologies:  Partnership with United Technologies MBA, began spring 2002 MS in Global Supply Chain Management 2 year program 30 students, 2 courses/quarter 1 week summer residency 1 week at site Summary to Date:  Summary to Date 2 year program with residency Started with 14 students Now have 240 total in MBA programs Graduated 60 MBA students to date Gain students though networking, customer contacts, etc. Possible Priorities:  Possible Priorities Address a clear learner need Leverage resources; share infrastructure Respond to new markets; improve competitiveness Enhance access and pedagogy of learning Learning to Teach with Technology Studio (Partnership of IU and PBS):  Learning to Teach with Technology Studio (Partnership of IU and PBS) A New Type of Professional Development:  A New Type of Professional Development The Learning to Teach with Technology Studio is a Web-based professional development system offering quality instruction in quality K - 12 technology integration designed for educators. LTTS Features:  LTTS Features Short courses (25 growing to 55+) On the web Start anytime and move at own pace Focus on technology integration in inquiry lessons and projects Problem-centered modules Practical and educational Facilitated Standards-based (ISTE NETS and national academic standards) Ideas:  Ideas Develop a joint program Locate the best resources and bring them to learners via a learning marketspace Promote collective virtual learning resources to the world Make credits transferable between programs Partner with private companies to assist learners with additional experiences Slide48:  Readiness or preparation is is the single most important contributor to success State Readiness Criteria:  State Readiness Criteria Rosevear’s study of 8 virtual universities What is the…technological infrastructure? How prepared are the traditional colleges and universities to support virtual learning environments? Do they all have equal technological capabilities? What is a reasonable prediction for how long it will take before the virtual university is operational? What are the resources gaps, and how will they be filled? Inter-Institutional Readiness Criteria:  Inter-Institutional Readiness Criteria Leadership committed to the effort Commitment to learner centered education Climate to support partnership and change Alignment of key decision makers Buy-in by faculty, departments, and colleges Readiness criteria for shared course environments:  Readiness criteria for shared course environments Similar problems Trust and respect Low level permissions No $$ or credit Clear communication Clear outcomes Delineation of tasks Matrix development Phase one prototype Course offered again Equivalent tech infrastructures In-house mentoring Partnership Rationale -- Blueprint:  Partnership Rationale -- Blueprint Vision Description Beliefs Assumptions Operations Commitment Collaboration Risk Control Adaptation Return on Investment John Chambers’ Partnership Rationale (criteria):  John Chambers’ Partnership Rationale (criteria) Do the partners enjoy a shared vision with complementary roles? Can the partners create short-term wins? Does the partnership create a “win” for all key stakeholders? Are the organizational cultures similar? Is there geographic proximity? Slide54:  What is your institution’s risk tolerance related to partnerships? Risk tolerance: legal, financial, experimental, academic Stakeholders: Learner/Citizen, faculty, campus, state Types of Partnerships: Commerce, minority investments, joint ventures, spin-offs, mergers or acquisitions ROI: What is the return on e-learning???:  ROI: What is the return on e-learning??? Normal Business ROI Objectives:  Normal Business ROI Objectives Better Efficiencies (reduced travel, instructor fees, distribution and facilities costs) Greater Profitability Increased Sales Fewer Injuries on the Job Less Time off Work Faster Time to Competency ROI in Higher Education:  ROI in Higher Education Students: opportunities, integration with work, learning on demand, inc promotion, new wealth Faculty: templates for dev curriculum, integration with real world, time, $ Campus: educating more, reaching local community, expanding resource base, dispersing costs State: economic devel, increased business competitiveness, better resource allocation Talking about ROI:  Talking about ROI As a percentage ROI=[(Payback-Investment)/Investment]*100 As a ratio ROI=Return/Investment As time to break even Break even time=(Investment/Return)*Time Period More Calculations:  More Calculations Total Admin Costs of Former Program - Total Admin Costs of OL Program =Projected Net Savings Total Cost of Training/# of Students =Cost Per Student (CPS) Total Benefits * 100/Total Program Cost =ROI% Kirkpatrick’s 4 Levels:  Kirkpatrick’s 4 Levels Reaction Learning Behavior Results My Evaluation Plan…:  My Evaluation Plan… Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (Blackboard & NEA, 2000):  Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (Blackboard & NEA, 2000) Teaching/Learning Process Student interaction with faculty is facilitated through a variety of ways. Feedback to student assignments and questions is provided in a timely manner. Each module requires students to engage themselves in analysis, synthesis, and evaluation as part of their course assignments. Course materials promote collaboration among students. http://www.ihep.com/Pubs/PDF/Quality.pdf Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (Blackboard & NEA, 2000):  Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (Blackboard & NEA, 2000) Other Benchmark Categories: Institutional Support: incentive, rewards, plans Course Development: processes, guidelines, teams, structures, standards, learning styles Course Structure: expectations, resources Student Support: training, assistance, info Faculty Support: mentoring, tech support Evaluation and Assessment: review process, multiple methods, specific standards What about specific courseware or LMS and other considerations???:  What about specific courseware or LMS and other considerations??? Online Program or Course Budget:  Online Program or Course Budget Indirect Costs: learner disk space, coordination, phone, admin training, creating student criteria, accreditation, integration with existing technology and procedures, library resources, on site orientation & tech training, faculty training, office space, supplies Direct Costs: courseware, instructor, business manager, help desk, books, seat time, bandwidth and data communications, server, server back-up, course developers, postage Online Program or Course Budget http://webpages.marshall.edu/~morgan16/onlinecosts/ brian.morgan@marshall.edu:  Online Program or Course Budget http://webpages.marshall.edu/~morgan16/onlinecosts/ brian.morgan@marshall.edu Questions to ask How large a course? Technology fees charged? Projected growth rate? Number of courses? How pay for system and use? Tuition rate? Vendor Selection:  Vendor Selection True commitment to learning…can define what learning is. 24 x 7 support Partnerships Any research, reports, or funded centers? Longevity Honest talk and less hype What steps in getting it work?:  What steps in getting it work? Institutional support/White Paper Identify goals, policies, assess plans, resources (hardware, software, support, people) Faculty qualifications & compensation Audience Needs: student or corporate Finding Funding & Partnering Test software usability testing system compatibility fits tech plans How to get buy-In?:  How to get buy-In? Let’s form a committee…at least one… Needs analysis, interviews, focus groups Mini-grants, stipends, (i.,e., MONEY!!!) Success stories, sharing, PR Involve all stakeholders in the DM process Marketing:  Marketing Listed in Major Search Engines (Free in Yahoo! or pay for top listing; premium listing in GradSchools.com) Bulletin Boards—Usenet Newsgroups (alt.education.distance) Specific Web Sites for Domain Mailing Lists—email to subscribors Internal PR Conference Presentations and Pubs Make Academic Advisors Aware Blended Learning on The Horizon:  Blended Learning on The Horizon Customized learning Cross-cultural learning Collaborative learning Synchronous enhancements MBA’s, Education master’s degrees with online instructors as well as residency Questions?:  Questions?

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