Blended learning initiative

Blended Learning Initiative California College San Diego

We are moving towards a more TRUE blended model of INSTRUCTION

WHAT DOES THIS MEAN?

THERE WILL BE SOME SIGNIFICANT CHANGES

COURSES WILL BE MEETING 2 DAYS A WEEK 5 HOURS OF INSTRUCTION

ON-GROUND, 5 HOURS OF INSTRUCTION ONLINE

MONDAY TUESDAY WEDNESDAY THURSDAY

6PM-8:30PM 6PM-8:30PM 6PM-8:30PM 6PM-8:30PM

MONDAY TUESDAY WEDNESDAY THURSDAY

11:00AM - 1:30PM 11:00AM - 1:30PM 11:00AM - 1:30PM 11:00AM - 1:30PM

8:30AM - 11:00AM 8:30AM - 11:00AM 8:30AM - 11:00AM 8:30AM - 11:00AM

These times are projected, they are not set in stone.

YOU MUST LOGIN

4TIMESA WEEK

STANDARDIZATIONENSURES CURRICULUM CONSISTENCY IN COURSE AND LEARNING OBJECTIVES, AND COMPETENCY MEASUREMENTS TO BE IN COMPLIANCE WITH PROGRAM AND ACCREDITATION-RELATED OUTCOMES

EMPOWERMENTUSE ACADEMIC FREEDOM TO FOCUS ON TEACHING TO INDIVIDUAL STUDENT NEEDS, COURSE LEARNING OBJECTIVES THROUGH INSTRUCTOR PRESENCE IN COURSE.

• Government Standard- Courses claiming to be Blended or Hybrid must have data demonstrating online instruction component

• 50/50 Data must show that 50% of the course is taught in a face-to-face setting and 50% is completed online. This is not homework but instruction.

• Internal Audits vs External Audits- Data reinforces a blended environment and avoids outside sanctions.

THERE WILL BE AUDITS

WHAT WILL BE AUDITED?INSTRUCTOR INFOANNOUNCEMENTSDISCUSSION PARTICIPATIONGRADINGFACE-TO-FACE CLASS TIME

INSTRUCTOR INFOPICTURECONTACT INFO

INSTRUCTOR BIOTEACHING PHILOSOPHY, EDUCATION, CAREER, PERSONAL INFO- PROFESSIONAL, BUT PERSONABLE

GOOGLE VOICE, SCHOOL EMAIL, CLASS TIMES, OFFICE HOURS

ANNOUNCEMENTSWELCOME ANNOUNCEMENTS WEEKLY CLASS REMINDERS APPROPRIATE RESOURCES RECORDING OF CLASS

3 A WEEK

• Participation: Instructor first to post EVERY week; contributes regularly, posting numerous times 4-5 days. Instructor has at least 2 post of 250 words; 1-2 sources in APA

• Quality Post: Post add value and/or clarity to the discussion by introducing articles, videos, or pictures. Address learning objectives; contribute to the understanding of the material and redirect where needed. Asks questions to promote critical thinking

• Management and Professionalism: Positive tone, professional language, and maintains civility. Respect for students and knowledge of the topic evident.

DISCUSSIONS

• Overview: Feedback is personalized. All items addressed in a timely fashion. Specific details on strengths and areas of improvement.

• Rubrics: Clear set of standards and expectations to students. Points warned and lost are described.

• Feedback: All graded content of course includes feedback. Even “No submission” includes comments.

• Quality: Substantive feedback. Encourages effort, specific examples of excellence and areas of improvement. Address learning objectives. Additional resources support content and real-world connections.

GRADING FEEDBACK

QUESTIONS?