Community Discussion Session: Online and Blended Learning (239090970)

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Uncommon Thinking for the Common Good™ educause.edu

EDUCAUSE Learning Initiative Webinar – Participant Chat: Links and Abbreviated Transcript

Community Discussion Session: Online and Blended Learning

September 8, 2014: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT)

Session Links:

QM:

https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Val

ues%20Fifth%20Edition.pdf

http://bit.ly/online_engagement

http://bit.ly/online_large http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/

http://www.processeducation.org/

http://bokcenter.harvard.edu/files/bokcenter/files/blended_learning_report_web_version_new.pdf

https://www.google.com/edu/apps/

http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/

http://cybercour.se

http://bit.ly/1w8hSKF

http://www.educause.edu/library/resources/7-things-you-should-know-about-hyflex-course-model

Hyflex:http://www.educause.edu/library/resources/7-things-you-should-know-about-hyflex-course-

model

Preparing students: http://oregonstate.edu/ctl/hybrid/preparing-students

http://bit.ly/online_large

https://learningcatalytics.com/

http://qcf.utah.edu

http://bit.ly/topr

Abbreviated Chat Transcript:

Dale Johnson: (9/8/2014 13:08) We have found peer-to-peer show and tell to be helpful.

Mary-Alice Muraski: (13:08) We use short how to videos

Mary W: (13:09) We do lunch and learns

J R Boyd: (13:09) peer to peer and content specific discussions

http://www.educause.edu/events/eli-webinar-community-discussion-session-online-and-blended-learning


https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

















http://cybercour.se/










http://oregonstate.edu/ctl/hybrid/preparing-students







http://qcf.utah.edu/


http://bit.ly/topr

http://bit.ly/topr

http://bit.ly/topr























Lee Tansock: (13:09) Getting small groups together and braininstorming and then going to pilot

programs

Heidi: (13:09) My university runs a formal faculty development program in the online learning area. It is

generally well received.

Mary W: (13:09) We also work one-on-one with faculty to develop particular skills

Bonita Bray (UBC): (13:09) we've just started an online blended and flipped course for faculty

Iryna: (13:09) Individual consultations

Cub Kahn/Oregon State: (13:09) Faculty showcasing their pnline and blended teaching aproaches.

Tsvet: (13:10) help them solve their instructional challenges in preparation for the semester

Bonita Bray (UBC): (13:10) positive reaction so far beause of cohort peer-based model

Liz T: (13:10) We recruited past facultyparticipants to be mentors to this year's faculty participants.

eileen stuyniski: (13:10) Offering faculty a chance to experience being an online student in a course

running in our LMS that the faculty member will be facilitating.

Hiroyo Saito: (13:10) We organize Teaching with Technology Forum every semester.

Iryna: (13:10) Summer Teaching Institute is well received by the faculty

Mara Hancock: (13:10) Doing web seminars or demos to make it easier with faculty with family ordifficult schedules to participate

Deyu: (13:10) we use cohort, brown bag lunch session, faculty interest group, etc.

Mara Hancock: (13:10) Online office hours

Allan - Boise State University: (13:10) Boise State offers online course design and development and

teaching online seminars.

Dale Johnson: (13:11) Eileen - we require online instructors to take a 2 week online course as well to get

certified.It helps them understand the student experience.

Bonita Bray (UBC): (13:11) @Eileen - we do that too - very effective

Mary W: (13:11) We also have online faculty participate in an online faculty orientation to online

learning and using our LMS

Kate Ellis: (13:11) What were those fac dev programs?




Stefani Woods (SMU): (13:13) @Dale - We can't mandate the faculty to take any type of course.I'd like

to know more.Maybe offline you can e-mail me.

David McCurry, Converse College: (13:13) Initiating a campus-wide discussion on the changing

population characteristics (traditional to post-traditional) and the impact of this on the traditional

classroom delivery.

Debra@MDC: (13:14) We have a faculty "Spring Break" between our Spring Summer terms that gets a

lot of involvement and is a great venue to roll out new tools and ideas

Allan - Boise State University: (13:15) Not sure if this is what you are looking for, but we are also

engaging programs in an intensive online curriculum development process that helps them organize

themselves around planning and evaluating program outcomes and map them through the online

courses they are designing, developing and teaching.

Bonita Bray (UBC): (13:15) @Debra - at previous institution, Spring Break and End of Summer events

proved very useful

Clark Shah-Nelson: (13:15) Great idea with the spring break Debra- that should help with the

synchronous time issues

Linda Futch, UCF: (13:15) Allan, please call in and share

Tsvet: (13:18) a useful thing has been to have faculty lead the faculty development courses

Brown University: (13:18) In my previous experience at the Community College of Baltimore County,

faculty were required to participate in an online training course and design all modules BEFORE beingallowed to teach. I wonder if most of the training should occur before folks are every allowed to run

their course

Bonita Bray (UBC): (13:18) @Brown - would be great but no appetite in most institutions for that I'm

afraid

Debra@MDC: (13:19) Our faculty also must earn 20 hours of Prof. Dev. and workshops are approved to

fulfill a set number of hours. This is really helpful and we leverage this when new technologies need to

be implemented

Art Fridrich - VSU: (13:20) We mandate any faculty member who wants to teach online be certified. We

use OLC for this process and DE pays. For hybrid/blended courses we ask that the courses be evaluated

by their peers for certification prior to being offered. This is a work in progress.

Brown University: (13:21) @Art - should all courses have to be QM certified before running? Is anyone

doing that?

Mary W: (13:22) We follow the QM list prior to allowing online courses to run




Cub Kahn/Oregon State: (13:22) Art, do you have any materials about your peer evaluation process

available online?

Linda Futch, UCF: (13:22) We have a community college using QM for their faculty development

Art Fridrich - VSU: (13:22) Brown...That is our long term goal, but right now we are using the general QM

rubric for the assessment.

Linda Futch, UCF: (13:22) Faculty develop their course using QM and other faculty review it

Jessica Egan: (13:22) QM- Quality Matters?

Debra@MDC: (13:23) Our faculty must have LMS training provided by the Technology Training

department and become Virtual College certified in order to teach for Virtual College.

ENhancen/Blended need LMS training. These workshops count toward their PDpoints

Linda Futch, UCF: (13:23) Yes QM is Qualtiy Matters

Lysa Martinelli: (13:23) We have an internal QM review process beforea course runs.

Stefani Woods (SMU): (13:23) We are using the QM rubric for peer review online courses before they

are delivered.

Art Fridrich - VSU: (13:23) Linda, We are using the QM Rubric, but without all of the training for using

the methodology, so we are likely not as rigid

Jessica Egan: (13:24) I view QM as more of a QA check.

Brooke Carlson- Chaminade: (13:25) I've used Moodle for online courses, but only one course.I don;t

know QM.

Mary W: (13:25) QM

https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values

%20Fifth%20Edition.pdf

Brooke Carlson- Chaminade: (13:26) Thanks, Mary W.

Nikki Reynolds, Hamilton College: (13:27) Hamilton Colege have a few faculty that are flipping parts of

their standard lectures. Generally there is a quiz or homework assisgnment associated with the flippedmaterial.

Nikki Reynolds, Hamilton College: (13:27) We have not managed to get any real data on this yet.

Dale Johnson: (13:27) We're using the flipped classroom time to focus on applying the concepts in the

course to problems the students can relate to.This seems to help them relate to the materials.









Bonita Bray (UBC): (13:28) Our Faculty of Science uses pre-quiz for assigned readings.Info from the

quizzes used to tailor lecture content and activities

Bonita Bray (UBC): (13:28) Team Based Learning also gearing up

Kelvin Thompson (UCF): (13:28) some ideas on online student engagement from UCF faculty:

http://bit.ly/online_engagement & http://bit.ly/online_large

Katie: (13:28) We have a "flipped classroom team" that helps faculty plan flipped courses

Nikki Reynolds, Hamilton College: (13:28) Hamilton College faculty are mainly initiating the "flipping" on

their own, to get more class time to focus on discussion.

Art Fridrich - VSU: (13:28) We are just getting involved with an organization on Process Education. We

are setting up local chapter for schools to work together in moving the "flipped" classroom model

forward.

Cub Kahn/Oregon State: (13:28) Katie, can you say more about your flipped classroom team?

Brooke Carlson- Chaminade: (13:28) Thanks, Kelvin!

Katie: (13:29) we have one preliminary study on flipped classroom effectiveness by my colleague Jenny

Bergeron

Nikki Reynolds, Hamilton College: (13:29) They are doing this a little bit at a time, keeping in mind the

need to offer online information in "chunks" rather than full length lectures.

Washington State University: (13:29) Katie - Do you have a link to the preliminary study about the

effectivity of a flipped classroom?

Barron Koralesky: (13:29) We've been recommending micro-flipping, just to dip a toe in the water -

http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/Without the challenge of a

complete redesign

Art Fridrich - VSU: (13:30) Academy of Process Educators: http://www.processeducation.org/

Clark Shah-Nelson: (13:30) Student engagement tool for live classroom: Polleverywhere.com - but it

needs to be used well! Should be very engaging and be really tied into the content/topic or students feel

it's too gimmicky.

Kieran Mathieson: (13:30) Been flippy since 2008 in skills courses. No formal eval, but I wouldn't change

it.

Katie: (13:30)





















eileen stuyniski: (13:30) We have google apps for education, allowing our online instructors to assign

more collaborative work to groups of students.Google Docs and Google Slides have enabled

collaboration and sharing among students in real time without worrying about version control of group

files.

eileen stuyniski: (13:31) https://www.google.com/edu/apps/

Washington State University: (13:31) Thank you @Katie.

Brooke Carlson- Chaminade: (13:31) Thanks, Katie.

Barron Koralesky: (13:31) http://chronicle.com/article/Microflipping-a-Modest-Twist/145951/

Art Fridrich - VSU: (13:31) Our business college is using edublogs with great success, including peer to

peer assessments, etc.

Kevin Creamer: (13:31) Richmond's experience is similar to what Nikki describes at Hamilton, with

faculty flipping on their own.Explain Everything on the iPad has become popular.

Kieran Mathieson: (13:32) Flipped courses need better course material than a standard textbook?

Dale Johnson: (13:32) We're experimenting a bit with integrating Facebook and other socila media into

courses, but it's not clear if that's helping anyone yet.

Washington State University: (13:32) Could someone please define Hyflex?

Kieran Mathieson: (13:32) http://cybercour.se

Art Fridrich - VSU: (13:33) We are experimenting with Adaptive Learning, with a mid-term goal of CBE

for online

Stacey Snyder (MIT): (13:33) I successfully used Twitter in place of discussion boards at the last

institution where I worked.

Kelvin Thompson (UCF): (13:33) @Washington State, please see http://bit.ly/1w8hSKF for HyFlex

primter

Allan - Boise State University: (13:33) http://www.educause.edu/library/resources/7-things-you-should-

know-about-hyflex-course-model

Earleen Warner: (13:33) Hyflex:http://www.educause.edu/library/resources/7-things-you-should-know-

about-hyflex-course-model

Debra@MDC: (13:33) We are in the beginning stages with CBE. We will be using ePortfolios for our Prior

Learning Assessments
































Mary-Alice Muraski: (13:33) UW System's Flex Program is competency based

Debra@MDC: (13:34) alos looking to use ePortfolios with our QEP

Kelvin Thompson (UCF): (13:34) @Debra... a particular platform for eportfolios w/ PLA?

Mary-Alice Muraski: (13:34) I don't work with it directly

Debra@MDC: (13:34) we are moving to Blackboard Learn and are looking at leveraging the new and

improved ePortolfio tool

Art Fridrich - VSU: (13:34) My eyes have offically rolled back with all of these messages...

Jessica Egan: (13:34) I've used Chalk and Wire and had a horrible experience.

Brooke Carlson- Chaminade: (13:35) ePortfolios and wordpress - I like integrative pedagogy that

produces learning artifacts that could then be used for assessment...

Dale Johnson: (13:35) I think the innovation now is trying to integrate all of these great ideas into a

working model.We have seen bits and pieces work in courses, but it is stillvery complicated to make

multiple innovations to work together.

Washington State University: (13:35) Ruth @WSU has used Weebly to create portfolios in classes.It is

nice because students have access to it after the class is over.

kmiddleton: (13:35) @Jessica: We used Chalk and Wire too. The data tools are terrific, but our

experience was that learning to use the system was complicated.

Veronica Diaz: (13:36) @Dale, would love to hear about the work going on at ASU (if you're the ASU

Dale)

Katie: (13:36) Next week we are holding a teaching symposium on campus and will have a

blended/flipped info session for our entire faculty

Art Fridrich - VSU: (13:36) As Debra, we are doing eportfolios for QEP and using Blackboard's version.

Not rich, but sufficient...

Katie: (13:36) so faculty hear from peers how it can work

Kate Ellis: (13:36) At IU, there is a public speaking course that is offered as a "HiFlex" Students can either

attend the lecture or what it as a recording, then the face-2-face discussion sessions happen in the

departments so they can have a disipline-specifictalks.

Jessica Egan: (13:37) I agree, Kmiddleton. The system constantly changes. I also had to write a letter and

mail it to Canada because my account expired. Gaining access should be a simple click.




Lisa McGrady: (13:38) I think consistent course layout--a template across courses in a program--goes a

long way towards helping students acclimate to the various enhancements in different classes. If they

know they can already go to the same place to see assignments or submit them, that gives them some

security.

Cub Kahn/Oregon State: (13:38) A few links about preparing students:


Mary W: (13:38) Organization in terms of whenand where to implement strategies and tools is critical

Brooke Carlson- Chaminade: (13:39) Thanks, Cub.

Art Fridrich - VSU: (13:40) Security seems to have been an issue in Coursera :)

Katie: (13:40) We use Learning Catalytics both for peer learning and active engagement

Kelvin Thompson (UCF): (13:40) one UCF instructor who teaches a course w/ 1,000+ students (a mini-

MOOC!) has refined strategies useful at all scales. see http://bit.ly/online_large

Art Fridrich - VSU: (13:40) Katie, is Learning Catalytics a product?

Katie: (13:40) Learning Catalytics is great but it helps if you have been using polling or other tools

already

Katie: (13:41) yes, now owned by Pearson, started by our faculty Eric Mazur and Gary King

Art Fridrich - VSU: (13:41) Thanks Katie!

Veronica Diaz: (13:42) @Katie, can we persuade you to call in and tell us more about learning catalytics?

:)

Lee Tansock: (13:42) Competency based here at an applied technology college. Passive learning is

completed online, students are F2F to complete labs and display competency.

Tsvet: (13:42) we are currently helping instructors define the competencies for their students

Dale Johnson: (13:43) We are trying to fcous more on formative assessments like weekly reading

quizzes, in-class clicker questions, online pop-up video questions, etc.We want to get the "pulse" of the

students since we don't have them seated in lecture 3 times per week.

Katie: (13:43) https://learningcatalytics.com/ says it better than I can!

Tsvet: (13:44) Then we tie the learning activities in online courses, and our assessment questions to the

competencies















Lee Tansock: (13:44) We are self- paced and the students really enjoy this type of learning because they

are able to compelte the passive components anytime, anywhere, and move through the curriculum

without have to have "seat time"

Art Fridrich - VSU: (13:44) We haven't seen much improvement in outcomes using adaptive learning. We

realize it requires in student and faculty behaviors. From the student's standpoint, they have to stop

waiting until the last minute to do the activities. For the faculty, they have to understand that there is

lots of information for them that can be used to better craft the class experience.

Leo: (13:45) Use pre/post assessments for each lecture/module to insure that students stay engaged

consistently rather than spiking before an assessment. A JIT approach

Art Fridrich - VSU: (13:45) that was change in

Tsvet: (13:45) Without mapping the content to desired learning outcomes adaptive learning will usually

fail.

Kate Ellis: (13:46) The same strategies that work for making sure students come to class prepared, or

Just-in-Time Teaching can be move online formore engaging online experiences.

Bonita Bray (UBC): (13:47) @Leo - we've been doing that too - instructors need to be very confident

since they will adjust lecture content based on the quizzes

Art Fridrich - VSU: (13:47) It all comes back to the point that technology does not solve a problem. It can

possibly help identify problems that need to be resolved or help facilitate the new, but it does require

change on everyones part.

Jennifer Duis: (13:47) When using clickers, VERY important to repeatedly emphasize to students that

they need to have a reasoning for the answer choice, and that they need to discuss their reasoning

when discussing the questions with sutdents

Katie: (13:47) Honestly one of the best things we've done is to mandate learning objectives for courses

and programs, and helping faculty create both

donna z 2: (13:47) At the U of Utah We use a course design model we call the QCF(http://qcf.utah.edu )

based on L Dee Fink’s course design model as a framework for designing flipped courses and I think this

type of backwards design helps faculty rethink what they are doing

Clark Shah-Nelson: (13:47) @Katie Yay!:)

Brooke Carlson- Chaminade: (13:48) Thanks, donna.

Bonita Bray (UBC): (13:48) @Donna - yes, we use that in our Teaching in a Blended Learning

Environment course too - very useful according to faculty








Art Fridrich - VSU: (13:49) As a side, we started using smartermeasures this past year for pre-assessment

and hopefull with use the data with outcomes etc to better see what is taking place in our classes.

Nikki Reynolds, Hamilton College: (13:49) It has always seemed to me that you have to have a baseline,

for comparison purposes. If there is a way to get meaninful measurements without a baseline, I'd love to

learn about it.

Mary W: (13:49) How will you measure how much we have learned from this webinar?;-)

Art Fridrich - VSU: (13:50) Donna, really like the backward approach for everything.

Deyu: (13:51) we work with faculty on course development, thus we look at the completion rate--how

many faculty can finish their course in the designated time period

Kelvin Thompson (UCF): (13:51) one resource related to online/blended teaching practices is

http://bit.ly/topr

Brooke Carlson- Chaminade: (13:51) Thanks, Kelvin.

Dale Johnson: (13:53) We hired another group on campuse (using grant money) to provide an

independent evaluation.They are doing the work now and hope to have some findings this fall.

Deyu: (13:53) we have end of workshop evaluation, some simple questions, mostly measure their

satisfaction, not yet the upper levels of Kirkpatrick's evaluation model

http://bit.ly/topr

http://bit.ly/topr

http://bit.ly/topr

Documents

Community Discussion Session: Online and Blended Learning (239090970)