Report on the Blended Learning Initiative · Report on the Blended Learning Initiative - September 2013 to November 2016 1 ... , the TLSS developed a four-part blended program offered

Report on the Blended Learning Initiative - September 2013 to November 2016

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Report on the Blended Learning Initiative September 2013 - November 2016

SAEA | TLSS saea.uO ttawa.ca | tlss.uOttawa.ca


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TableofContents

1.1.ExecutiveSummary.........................................................................................................3

2. Context...........................................................................................................................6WhatisaBlendedCourse?...............................................................................................................7

Definition..............................................................................................................................................7ImplementingaFramework..............................................................................................................7

TrainingtheTLSSTeam........................................................................................................................7ActionsTakenbytheTLSStoImplementtheInitiative........................................................................8CommunicationPlan............................................................................................................................8

3. FundingProgramOverview.............................................................................................9NumberofCoursesFunded..................................................................................................................9NumberofCoursesFundedperFaculty.............................................. ...............................................10NumberofCoursesFundedperLanguage.........................................................................................11NumberofStudentsEnrolledinaBlendedCourse(withorwithoutfunding)..................................12Comparison:NumberofBlendedCoursesCreatedversusInitialObjectives.....................................13ChangestotheFundingProgramin2015..........................................................................................13ApplicationProcessandDeadlines.....................................................................................................14ProgramResultsinOctober2015......................................................................................................14

4. TrainingandSupportProgramOverview........................................................................15DistinctTrainingFrameworks.........................................................................................................18

MaximumSupport..............................................................................................................................18ModerateSupport..............................................................................................................................18MinimalSupport.................................................................................................................................19OccasionalSupport.............................................................................................................................19OptionalSupport................................................................................................................................19

DetailsRegardingtheFour-PartProgram........................................................................................19

5. KeyChallenges...............................................................................................................22

6.FeedbackandTestimonialsfromtheAcademicCommunity..............................................23StudentTestimonials..........................................................................................................................23ProfessorTestimonials.......................................................................................................................23AdministratorTestimonials................................................................................................................24

7. BlendedInitiative:VisibilityOutsideoftheUniversity....................................................24

8. ResearchandPublications..............................................................................................26

9. Conclusion......................................................................................................................26

10. Appendices.................................................................................................................28

11. References..................................................................................................................38


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1. ExecutiveSummary

In April 2013, the Board of Governors approved an initiative to develop blended coursesthroughouttheUniversity(pleaseconsulttheE-LearningWorkingGroupReporttolearnmore).

Aspartofthisinitiative,theUniversityofOttawaestablishedthegoalofconverting20%ofthecourseoffering,roughly1,000courses, intoablendedformat.Atransformationaffecting500professorsandcloseto25,000students.

Capitalizingonateamof60expertsandprofessionalsinthefieldsofpedagogyandeducationaltechnology, the Teaching and Learning Support Service (TLSS) has, since the end of 2013,implementedaBlendedLearningInitiativeinfrastructurebycreating:

• Afundingprogram(sinceNovember2013);• Atrainingandsupportprogram;

o Thesix-dayBlendedCourseDesignInstitute(June2014);o Theblendedtrainingmoduleofferedeverysemester(Fall2015);o TheBlendedCourseDesignOnlineTraining(availablestartingWinter2017);

• ABlendedLearningInitiativewebsite(Winter2014);o Characteristicsofthissiteinclude:

§ References,research,andbooksaboutblendedteaching;§ Onlineinteractivetoolsforprofessors;§ Avarietyofvideos:§ Promotionalvideos(since2013);

o Video testimonials from professors describing their blended courses(January2015);

o Videotestimonialsfromstudentswhohaveparticipatedinablendedcourse(Summer2016);

o The Excellence Award for Innovation in Educational Technologies –BlendedLearning(Spring2016).

The TLSS has organized several conferences and symposia focused on blended learning. Inaddition,theTLSShascreatedablendedlearningawarenesscampaignthattakesplaceatthebeginningofeachnewsessionandatthelaunchoftheFundingProgram.These actions and structures have allowed us to raise awareness among the teachingcommunityandtraincloseto360professorsoverthecourseofthepasttwoyears.InvolvementofFaculties

Allofthefacultiesareinvolvedinthisinitiative,andseveralofthemhaveahighernumberofblendedcoursesthanothers.Forinstance,overtheyearscertainfaculties,suchastheFacultyof Education, have adopted and implemented strategies to transform their courses or theirprogramsintoablendedformat.


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NumberofBlendedCoursesFunded

Atotalof159blendedcourseshavebeendesignedsince2013thankstothefundingavailablethrough theBlended Learning Initiative. There are also a certain numberof blended courses(closeto20)thathavebeencreatedoutsideoftheFundingProgram.ProfessorswhodevelopthesecoursesstillbenefitfromthesupportandtheexpertiseofTLSSexpertsandinstructionaldesigners.

NumberofCoursesinEachLanguage

Regarding the number of courses developed in French and English, we found thatFrancophonesseemproportionallymore interestedbythisteachingmethod.For instance,64courseswerefundedanddevelopedinFrenchversus95inEnglish.

IfwecomparethecurrentnumberofblendedcoursesdesignedwiththegrowthcurvewhichwasestimatedintheE-LearningWorkingGroupReport,weseethatourgoalhasalmostbeenreachedwith159coursesdevelopedoutofatargetof160.

However,weknowthatcertainblendedcoursesarenotcorrectlyidentifiedintheSIS.Overthecourseof severalmonths,wehave sensitized the academic community to the importanceofaddingtheHYB(BlendedCourse[“Hybrid”])codeastheteachingmethodintheSIS.Thisallowsus to correctly count the number of blended courses offered and to inform students of thecourse’sformatwhentheyregister,enablingthemtobetterprepare.

NumberofStudentsTakingaBlendedCourse

Thenumberofstudentswhohaveenrolledinblendedcourseshasincreasedrapidlyfrom365in2013–2014to3,675in2014–2015tomorethan6,000in2015–2016.

NumberofProfessorswhohaveParticipatedinBlendedCourseDesignTraining

With regard to training, the TLSS developed a four-part blended programoffered online andface-to-face in both languages in the Fall andWinter sessions. This program has been verysuccessfulwithprofessorswhoarenowequippedwiththeknowledgeneededtodesigntheirblendedcourses.

In June2014, theTLSSoffereda Summer Instituteonblended coursedesignand createdanintegrated four-partprogram.Since then,a totalof258 individualshavebeen trained,whichcorrespondsto51.6%ofthetarget.

The new Excellence Award for Innovation in Educational Technologies – Blended Learning,launchedatthebeginningof2016,andawardedintheFall,enabledthreerecipientstopresenttheir blended courses to their colleagues during an awards ceremony and share theirexperience.


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Conclusion

Inlightofthesethreeyearsofexperience,theTLSScontinuestoincreaseitsactionstoimprovethecurrentinfrastructureandreachalargernumberofprofessorsandprograms.IntheFallof2016, the communication strategies aimed at faculties and professors, aswell as the call forproposalsprocessandthetoolsusedtodesignblendedcourseswereassessed.Thisassessmentledtothedevelopmentofqualityassuranceprocedurestoensurethatthecoursesdevelopedas part of the funding program will be of the highest quality and educational relevance. Aclearerdefinitionoftheinitiative’sshortandlong-termgoals,theimplementationofmetricstoassess impact, and the development of a quality assurance rubric to assist professors indesigninganddevelopingtheirblendedcourses,willensurethecontinuedsuccessofthislarge-scaleinitiative.


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2. Context

In April 2013, the Board of Governors approved an initiative to develop blended coursesthroughouttheUniversity(pleaseconsulttheE-LearningWorkingGroupReporttolearnmore).

Aspartofthisinitiative,theUniversityofOttawaestablishedthegoalofconverting20%ofthecourseoffering,roughly1,000courses, intoablendedformat.Atransformationaffecting500professorsandcloseto25,000students.

This type of course combines the best of online and conventional teaching and presentsnumerous benefits for students and professors alike. Research shows that the blendedapproachgreatlyimprovesstudentretentionandperformance.(Boye&al.2003 ;Franks,2002;Hugues,2007;Means&al.2013;Bernard&al.2014).

This model makes teaching more flexible for professors without increasing their workload.When certain hours of face-to-face teaching are replaced with online learning activities,instructorsremainavailabletooverseeandfosteronlineinteractionsanddiscussionsbetweenstudents,on theirown time.They cangive students feedbackwhenneeded,and respond totheir e-mails. Real-time interactions are also made possible by online tools, such asvideoconferencing using Adobe Connect and Skype, allowing for direct contact online, whennecessary.

Students benefit from a rich and varied environment, as well as an increased flexibility toorganizetheirlearningbasedontheirpreferencesandtheirschedules.Consequently,theycanchoosetheexacthourortimeoftheweekthat ismostappropriateforthemtoworkonline;thisisasignificantbenefitforstudentswhoarecombiningworkandstudies.Learningremainsclearlyandefficientlystructured,guidedbyacourseorganizationthatalternates face-to-faceteachingandonlinecomponentsforindependentlearning.

Theflippedclassroomisoneofseveralblendedlearningmodelsthatenablesstudentstolearnmaterialonlineandapply their learning in classroomactivities andproblem-solvingexerciseswithguidancefromtheirprofessor.

This initiative reflects theUniversity ofOttawa’s goal to enhance the student experience, asmentionedinitsstrategicplanDestination2020.


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What is a Blended Course?

Thereareanumberofblendedlearningmodelsdevelopedbasedoninstitutionalcontextsandstudents’needs.Forthisreason,andtoeliminateanyambiguitiesforprofessorsandstudentswho may want to participate in blended learning, a blended learning model was definedaccordingtotheUniversityofOttawa’sspecificneedsandeducationalcontext.

Definition

AttheUniversityofOttawa,acourse isconsideredtobe“blended”whenat least20%ornomore than 80% (two to eight sessions) of in-class hours are replaced by interactive onlinelearningactivitiesasanintegralpartofthecourse.

Implementing a Framework

A dedicated team comprised of one coordinator and one support agent (hired inNovember2013)wascreated. Instructional specialistsanddirectorsofvariousTLSScentresmet for twodaystodiscusstheimplementationofastructuralandpedagogicalframework.Acompetencyprofilewasdefinedtocreateatrainingprogramaimedatpotentialcandidates(seethedetailson page15), as well as the framework and the criteria for obtaining aid from the FundingProgram(seeAppendixC).

TheTLSShasalsocreatedawebsitededicatedtotheBlendedLearningInitiative,whichincludesanumberofresources, interactivetools, informationaboutblendedcourses,andanInstitutewhichwasofferedduringthesummerof2014topromotethisconcept.

TrainingtheTLSSTeam

InNovember2013,theTLSSinvitedNormVaughan,arenownedCanadianexpertinonlineandblended learning, to spend two days with the TLSS team to share his knowledge andexperience. The discussions with the TLSS members enabled the team to gain a betterunderstandingoftheblendedlearningapproach.Otherexperts,suchasJayCaufield,werealsoconsulted.


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ActionsTakenbytheTLSStoImplementtheInitiative

SincetheFallof2013,theTLSShasimplemented:

• Afundingprogram;• Atrainingprogram(ablendedcoursetotrainprofessorsandanonlinecourseavailable

asofWinter2017createdinpartnershipwiththecompanyEpigeum);• ASummerInstitutefeaturingtheconceptofblendedlearning;• Awebsitededicatedtotheblendedinitiative;• Apromotionalvideo;• Aseriesofvideotestimonialsfromprofessorsdescribingthestructureoftheirblended

course;• Aseriesofvideotestimonialsfromstudentswhohaveparticipatedinablendedcourse;• TheExcellenceAwardforInnovationinEducationalTechnologies(blendedlearning);• Interactivetoolsavailableonline(forprofessors).

CommunicationPlan

Inalarge-scaleprojectsuchasthisone,itiscrucialtoinformtheacademiccommunityandthepopulationatlargeabouttheeffortsputforthtoimproveteachingandthestudentexperience.

AcommunicationcampaignwasimplementedacrosstheUniversitytopromotetheprojectandcreatea favourableenvironment for theadoptionof thisnew learning approachby facultiesand academic units. This campaign served a double objective; to sensitize the academiccommunityand to reachprofessorsopen tousing innovativepedagogical solutionsbasedoneducationaltechnology,andwillingtotransformtheircoursesintoablendedformat.

Dozens of presentations explaining the concept of blended learning were offered to thefaculties’executivecommittees.Thegoalwastostrengthentheacceptanceofthisformatusingresearchresultsthatdemonstrateitseffectivenessanditspositiveinfluenceonpedagogyasawhole.ThepurposewastocreatetrustbyinformingstakeholdersoftheTLSS’sstructureanditspedagogicalandtechnologicalsupportcapacities.

Thesepresentationsfosteredapositivedialoguewiththesenioradministrationofeachfaculty.Thisstepwasessential inaccomplishingthenextdevelopmentphaseoftheblendedprogramthefollowingyear.

Furthermore,severalarticleswerepublishedintheUniversity’snewspaperssuchasLaGazette,LaRotondeandTheFulcrum.

TheVice-PresidentAcademic andProvost also discussed the Initiative during interviewswithRadio-Canadain2014.

The TLSS received several delegations from European universities to discuss the BlendedInitiative(Belgium,theNetherlands,andDenmark).


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The TLSS continues to actively promote the Blended Learning Initiative, both internally andexternally, and to offer several lectures and pedagogical activities specifically related toblendedcourses.

Assuch,toacknowledgethevaluablecontributionoftheUniversityofOttawaprofessors,thetheme of the 2015 annual TLSS Symposium, Perspective, focused on blended teaching andlearning, and encouraged a dialogue and the exploration of new ideas. During a paneldiscussion,professorswereinvitedtopresenttheirblendedcoursesandanswerquestionsfromcolleagues interested in this format. The daywas concludedwith a presentation byMichaelPower,arenownedresearcherandexpertinthefieldofonlineandblendedlearningfromtheUniversitéLaval.Also,duringtheSpringInstituteof2014(seetheoverviewoftheTrainingandSupportProgramonpage12)theTLSSorganizedalecturethatfocusedonthistopic.

3. FundingProgramOverview

Following two years of operation, seeing the creation of a framework for the University ofOttawa’sBlendedLearningInitiative,includingtheFundingProgram,herearetheresultssince2013.

NumberofCoursesFunded

Theprogramfunded159courses taughtbyprofessorswishingtotransformtheircoursestoablendedformat.

Years Fundsavailable Numberofcoursesfunded Fundsgranted

2013–2014 $100,000 25 $100,000

2014–2015 $300,000 68 $301,000

2015–2016 $300,000 66 $273,000

Total $700,000 159 $674,000

The funds were used to hire students, web developers, or multimedia specialists to createonlinematerialwhileprofessors,withtheassistanceofTLSSexperts,focusedontheircourse’spedagogical design. For example, one professor created professional videos about religiouscustomsinIndiaandincorporatedthemintotheircourse’sonlinemodules.Professorsalsousedpart of the funds to purchase software to createmultimediamaterials (Camtasia, ThingLink,etc.).


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NumberofCoursesFundedperFaculty

ThefollowingtablerepresentsthenumberofcoursesfundedbytheBlendedLearningInitiativebyfaculty.Theparticipationrateisweightedinrelationtothenumberofregularprofessorsineachfaculty(seethelistoffundedcoursesinAppendixA).

It can be noted that all faculties participated in the development of blended courses. TheFacultyofArtsbenefitedmostfromfunding,followedbytheFacultyofEducationandtheTelferSchool of Management. The large number of courses in the Faculty of Education can beexplainedbythefactthatanumberofprogramsinthisFacultyhave,foralongtime,requiredtheuseofthistypeofcoursetoaccommodatetheirstudentswhomaybelocatedthroughouttheprovince.Thistrendcontinuestoday.

4

14

4

13

5

13

7

43

25

31

HealthSciences

SocialSciences

Medicine

Science

CommonLaw

Engineering

Civil Law

Arts

TelferSchoolofManagement

Education

Blendedcoursesfundedsince2013

Numberofcoursesfundedineachfaculty


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PleasenotethatthesefiguresrefertotheUniversity’sFundingProgramavailabletoprofessorswhowishtotransformtheircoursesintoablendedformat.However,alargenumberofblendedcoursesaredevelopedwithouttheProgram’ssupport.

NumberofCoursesFundedperLanguage

95

64

0 10 20 30 40 50 60 70 80 90 100

English

French

NumberofBlendedCoursesbyLanguageofInstruction

NumberofCoursesFundedbytheBlendedInitiative–byLanguageandbyFaculty

1

1

3

3

4

5

5

7

16

19

3

24

1

11

1

8

8

0

27

12

0 5 10 15 20 25 30 35 40 45

Medicine


HealthSciences

SocialSciences

CommonLaw

Science

Engineering

Civil Law

Arts

Education

French English


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NumberofStudentsEnrolledinaBlendedCourse(withorwithoutfunding)

CoursesthatwerenotfundedbytheBlendedLearningInitiativehavebeenidentifiedthankstothecodeHYBintheSIS.

356

3,675

6,057

-

2,500

5,000

7,500

10,000

2013-14 2014-15 2015-16

Year0 Year1 Year2

Numberofstudents

Objective

If we compare the current number of blended courses that have been designed with thegrowthcurveestimatedintheE-LearningWorkingGroupReport,wecanseethatourgoalhasalmostbeenreached;159coursesdevelopedoutofatargetof160.

However,weknowthatcertainblendedcoursesarenotcorrectlyidentifiedintheSIS,whichistheonlytrackingtoolavailabletous.Overthecourseofseveralmonths,wehavesensitizedtheacademic community about the importance of adding the HYB (Hybrid Course) code at thebeginning of the course number. This allows us to correctly count the number of blendedcoursesofferedand to inform students about the course formatwhen they register enablingthemtobetterprepare.


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Comparison:NumberofBlendedCoursesCreatedversusInitialObjectives

0

80

160

200

13

90

188

13

94

159

0

20

40

60

80

100

120

140

160

180

200

2013-14 2014-15 2015-16 2016-17

Year0 Year1 Year2 Year3

Objectiveofnumberofcourses

Numberofcourses(fundedornot)

Numberoffundedcourses

ChangestotheFundingProgramin2015

Attheendof2015,afterfunding93coursesdevelopedbyregularandpart-timeprofessors,aninitial assessment of the allocation process was completed in conjunction with the deans,departmentdirectorsandadministrativedirectors.Followingthisassessment,applicationdateswere adjusted to accommodate faculties’ schedules (i.e. course allocation guidelines for part-time professors). Professors, department and academic unit directors are now notified aboutthestartoftheprocessbyemail,attheendofOctober.Thisemailadvisesprofessorstodiscusstheirplanstoredesigntheircourseswiththeirprogramdirectorswho,inturn,mustsubmitthelistofcourseswhichcanbetransformedorcreatedinablendedformat.Thedirectormayalsoask a professor to redesign their course into a blended format if this is aligned with theirpedagogicalstrategy.Thisapproachalsogeneratesmoreblendedcoursesintheirdepartment.


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Certainfacultiesanddepartments(amongothers,theFacultyofSocialSciencesandtheOfficialLanguages and Bilingualism Institute) have also created Online and Blended LearningCommitteesthroughwhichtheycanalsosubmittheirfundingrequests.

Themaximumamountallocatedpercoursetodatehasbeenupto$5,000andupto$20,000formultiple courseswithin a program, allowing for amaximum number of professors to benefitfromthefunding.However,theseamountsdonotcoverallofthenecessaryexpensesincurredbythistypeofcoursedevelopment.Facultiesandprofessorsareencouragedtoinvestthetimenecessary in addition to the funds (if available) to support the University’s Blended LearningInitiative.

ApplicationProcessandDeadlines

The call for applications for the Funding Program for BlendedCourseDesign now takes placefrom the end of October to the beginning of April (see Appendix B, page35, for detailedinformation).

ProgramResultsinOctober2015

Faculty NumberofApplications NumberofApplicationsAcceptedCivilLaw 0 0HealthSciences 1 1CommonLaw 3 3Medicine 4 3Science 9 4Engineering 11 9Management(Telfer) 12 11SocialSciences 12 5Education 19 11Arts 29 19TOTAL: 100 66

Thedifferencebetweenthenumberofprofessorsinterestedintheprocessandthenumberofactiveapplications isexplainedbythefactthatcertainprofessorschosenottofollowthroughwiththeprocess.Thiscouldbebecausetheydidnotfeelreadytomoveforwardortheywerenolongeravailabletodoso(i.e.newresponsibilitieswithinthefaculty,illness,sabbatical,etc.).

We met with certain professors to clarify and redefine several aspects of their applications,especiallyconcerningtheestimatedbudgetrequirements.Thisallowedustofundeachoftheprojectsseekingfunding.


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In order to follow-up on the granted funds, professors must also submit a financial reportfollowingthedevelopmentoftheirblendedcourse.

Oncetheirapplicationwasaccepted,professorswereinvitedtoattendanindividualmeetingtoreviewtheirprojectanddiscusstheirpedagogicalapproach.Thisallowedus toofferguidanceaboutthepreparationandthestructureoftheircoursebeforestartingtheactualcoursedesignprocess.

We also explained howour Blended Learning Initiative teamwas available for assistance andsupport,andrecommendedthattheyparticipateinourfreetrainingsessions.

Furthermore,werecommendedconsultingthefreeonlineresourcesofferedbytheTLSS.

Applicationdetails,selectioncriteria,forms,etc.,areavailableinAppendixCofthisreport(page34).

4. TrainingandSupportProgramOverview

SupportingProfessorsthroughtheBlendedCourseDesignProcess

Upon implementation of the Blended Learning Initiative, the TLSSwas given themandate tosupport professors in the process of designing their blended courses. In order to respond totheir various needs, the TLSS’s team of experts created a competency profile on which thetrainingandsupportmodelisbased(2014).

CompetencyProfile

Blendedcoursedesign isbasedonaspecificsetofactions.Toassistprofessors inmakingthetransitiontowardablendedformat,theTLSShascreatedacompetencyprofiletoidentifythenecessary aptitudes and needs in terms of training or support, based on each individualcontext.

Brassard,N.(2012)definesacompetencyasbeing:“aknowledgetoactthatintegratesinternaland external resources and enables a competent person to combine them in a unique andpersonalway,andmobilizetheminordertocopewiththecontextorthesituationinquestion”(p.4).

The profile created by the TLSS relies on a corecompetencedescribedas follows:Knowinghowtodesign a university course based on a blendedmodelthatisdesignedtoallowcertainclasshoursto be substituted by complementary onlineactivitiesasanintegralpartofthecourse.Thiscorecompetence iscomprisedoffivecomponents,eachdefinedbyspecificelements.

Inspired by works from Brassard (2012), Caulfield(2011),DoraisandLaliberté(1999)andMägi(2007),


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the following model demonstrates the dynamic interrelations between the five profilecomponents. The two largest components relate to elements that are beyond the specificcompetenciesassociatedwithblendedcoursedesign.First,itiscrucialtoconsidertheexpertiseinthefieldasbeingthebaseforthecoursedesignprocess(afactorthatreliesentirelyontheprofessor’sknowledge).Second,theuseofdifferentactionsstemmingfromreflectivepracticecontributestoprofessionaldevelopmentinthefieldofteaching.Throughthisreflection,basedonteachingandcontentstrategies,professorscanimprovetheirtechniquesandtheircoursestofulfilltheirstudents’needsthroughouttheircareer.

Thefinalthreecomponentsrelatetothetypicalsteps involvedinacourse,theassessmentofvarious elements associated with the learning context, from the design phase to differentteachingopportunities.

Themodel is particularlymeaningfulwhenwe explore the specific elements that stem fromeachcomponentrepresentedinthefollowingtable:

1stComponent:Mastertheknowledgeassociatedwiththecourse—ExpertiseinthefieldThese are the conceptual foundations onwhich the development of the course is

based. The professor’s expertise will guide their choices and/or their needs intermsofcomplimentarycontentresearch.

2ndComponent:Useareflectiveapproachtoassessyouractions—ReflectivepracticeTheprofessormustbeableto:

- definetheirpedagogicalapproach(teachingphilosophy);- assess theeffectsof their teachingonthestudents’ learning (active learning,

evaluationandfeedbackstrategies,pedagogicalinnovations,etc.);- identifythestrengthsandthechallengesoftheircurrentcourseorcourses;- adapttheirteachingtobetterrespondtotheneedsoftheirstudents.

3rdComponent:Assesstheelementsofthelearningcontext—LearningcontextTheprofessormustbeableto:

- Identifytheroleoftheircourseintheprogram/discipline/profession;- Identify students’ characteristics and assess their impact on the course

outcome;- Identifystudents’needsanddeterminetheactionsrequiredtofulfillthem;- Identifythepossiblelearningchallengesfromthestudents’pointofview;- Assess the resources necessary for a successful course (the role of the

teachingassistants,technologicalsupport,additionalmaterial,etc.);- Pinpointthelearningessentialtothecourse(atheory,aconcept,atechnique,

anattitude);- Determineandformulatethelearningoutcomes.

4thComponent:Plananddesignpedagogicalactions—CoursedesignTheprofessormustbeableto:

- Createaworkplanforthecoursedesign(orrevision);- Select and structure learning contents based on the defined learning

objectives,thecourse’slearningoutcomesandtheparticularlearningcontext


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(distributionofactivitiesin-classandonline);- Design,organizeandbuildlearningsituationsthatengagestudentsandfoster

autonomy;§ Organize and structure knowledge to foster student comprehension(i.e.fromsimpletocomplex,fromconcretetoabstract);

§ Chooseamongarepertoireofteachingstrategies(adaptifnecessary)that focus on active learning and respect inclusive instructionalprinciples;

§ Carefullycombinelearningstrategiesbasedonthecontext(in-classoronline);

§ Usethetechnologicalresourcesandtoolsforteachingandlearning(in-classandonline);

- Design and organize evaluation strategies that measure learning outcomesbasedontheenvironment(in-classandonline);

§ Choose the assessment strategies that allow students to use thelearningacquired(differentiatedapproaches);

- Choose,adaptorelaborateeducationalmaterialsbasedontheiruse(in-classandonline);

§ Designeducationaltextsbasedonanonlinelearningenvironment;§ Respecttheprinciplesandthelawsofaccessibility;§ Respectcopyrightlaws.

5thComponent:Carryoutpedagogicalactions—CoursedeliveryTheprofessormustbeableto:

- Establish a relationship with their students that fosters learning andcontributestotheirmotivation;

§ Create an environment conducive to learning (stimulating andpositive);

§ Promoteandmanageinteractions(in-classandonline).- Communicate with their students in an effective manner using different

methods(orally,written,withtechnology,etc.);- Manage the learning time (in-class and online) in a sustained manner by

focusingtheirinterventionsonstudentengagement(activelearning);§ Structuretheworkofteachingassistants;

- Overseethelearningprocessbygivingstudentseffectivefeedback:§ Identifytheneedforadditionalsupportandproposeconcretesupportmeasures;

§ Guidetheteachingassistants’interventions.- Adjusttheirinterventionsbasedonstudents’needsand/orparticularcontexts

(in-classandonline);- Conductasummativeevaluationofstudentslearning:

§ Define,supportandvalidatetheworkofcorrectors.


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Distinct Training Frameworks

Asastartingpoint, ifweconsiderthatprofessorshavevariousneedsintermsofacademicpedagogy,technologyornon-traditionalcoursedesign(as isthecaseforblendedcourses),theTLSShasimplementedatrainingframeworkthatisbothflexibleandspecializedinorderto respond to this reality. The following chart presents the different components of thetrainingframework.

MaximumSupport

Thisintensivetrainingtakesplaceoverthecourseofseveralconsecutivedaysinaseriesofclassroomsessions. IntheSpringof2014,theTLSSofferedan InstituteonBlendedCourseDesigninthisformat.Theparticipantsreceivedninedaysoftrainingduringwhicheverystepoftheblendedcoursedesignwasdiscussed.Theultimategoalwastodesigneveryaspectofablendedcourse.Becausethistypeoftrainingisasignificantundertaking,itisnotavailableonaregularbasis.However,theTLSScanassistagroupofprofessorswhowishtotakepartinasimilarbut lessdemanding trainingseries todesignablendedcourseor transformanexisitingcourseintotheblendedformat.

ModerateSupport

This blended training approach alternates between in-class sessions and online activities.ThesuccessofourfirstInstitutein2014andthepositivefeedbackreceivedfromparticipantsdemonstrated the importance of providing formal training in blended course design.Notwithstanding, it was crucial that we offer a training model that would accommodateprofessors’schedulesandlimitedavailability.Ablendedmodeldeliveredoverthecourseofoneortwosemester,basedonparticipants’preferences,hasbecomeapopularoptionwithprofessors.Thetrainingiscomprisedoffoursessionsinaclassroomsetting,onepermonthduringtheFallandWintersemesters,followedbyonlineassignments.Awebsitedesignedinour LMSmakes it possible to create cohorts of participantswho can then use the virtuallearningspaceasanextensionofclassroomsessions.Thisalternatingmodelcorrespondsto


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thetypeofexperienceencounteredbystudentsinablendedenvironment.TheobjectiveiscomparabletothatoftheInstitutewhereparticipantsareexpectedtoplananddesigneveryelement of a blended course. This training model has been offered four times since thebeginningoftheBlendedLearningInitiative.

MinimalSupport

Thistrainingapproachisavailableentirelyonlineallowingprofessorstoworkautonomouslyandisexpectedtobelaunchedinwinter2017.Becausesomeprofessorspreferworkingattheir own pace in a space that is devoid of time constraints, the TLSS has established apartnership with the British company, Epigeum, and a group of European universities todeveloponlinemodulesonblendedcoursedesign.Thispartnershipbegan inthewinterof2015with seven trainingmodules being translated to French. Part of the agreement willenable the TLSS to receive 10% of the sales of the French modules in Canada andinternationally.

OccasionalSupport

Inaddition to these structured trainingoptions,professors canalsochooseapersonalizedformat.Theconsultationservicesallowustoprovidetailoredsupport.Professorswhowishtotransformoneoftheircoursestoablendedformatordesignanewblendedcoursecanworkwithaneducationaldeveloperorinstructionaldesigner.Thistypeofsupportpresentsnumerous benefits, such as personalized support for a specific course, or meetings andsessionsaccordingtotheprofessor’savailability.Severalprofessorshavechosenthistypeofassistanceindesigningtheirblendedcourse.

OptionalSupport

Finally,thismodeltakesintoconsiderationthefactthatseveralprofessorshaveasignificantamountofknowledgeandexperienceinteachingandcoursedesign.Assuch,theymayonlyrequireassistanceinafewspecificaspectsofblendedlearning.WehavedevelopedasectioninourBlendedLearning Initiativewebsitewheretheycanfind interactivetools toassist indesigningtheirblendedcourse.Thesetoolsareattheirdisposalonanas-neededbasis.

The following sectionsdefine the theoreticalbasisofour trainingprogramsandprovideafewstatisticsfrom2013–2015.

Details Regarding the Four-Part Program

Based on findings from several researchers (Fink and Knight Fink, 2009; Garrison andVaughan,2011;WigginsandMcTighe,2005),theTLSSdesignedablendedtrainingprogramthat provides professors with the tools necessary to independently create high-qualityblendedcourses.

The alternatingmodel representedbelow is basedon a framework that is applicable to ablendedcourse.Ourgoal isthatthetrainingprovidedserveasamodelandanexampleto


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professors who will use a blended learning format. The portions offered in-class (face toface) allow us to explore the concepts, strategies, tools and technological componentsrequiredfordesigningablendedcourse.Theonlineandindependentproductionactivities,such as the blended course design, allow participants to put into practice the proposedblendedcoursedesignprocess.

PleaseseeAppendixDformoreinformationaboutthistrainingapproach.

OverviewoftheNumberofProfessorsTrained

The following tables present data on the number of professors who have participated inblendedcoursedesigntrainingoverthepasttwoyears:

BlendedCourseDesignInstitute—June2014

FrenchGroup EnglishGroup

Numberof 34registrations

28

Numberofparticipants

32 22

Four-PartProgram—BlendedCourseDesign


21

2014-2015AcademicYear 2015-2016AcademicYear

Fall Winter Fall Winter

FrenchWorkshops 8 8 8 8

EnglishWorkshops 8 8 8 8

NumberofWorkshops(Total)

16 16 16 16

NumberofParticipants(Total)

56 61 49 53

Total 107professorstrained 97professorstrained

Atotaltarget.

of258individualshavebeentrainedsince

June2014whichcorrespondsto51.6%ofour2020


22

5. KeyChallenges

a)OneofthemainchallengesisthatseveralblendedcoursesofferedbytheUniversityarenotcorrectlyidentifiedintheStudentInformationSystem(SIS).

Thiscausestwoissues:

• Difficultyincompilingthenumberofblendedcoursesavailableoncampus.Thereisastrongpossibility that the number of blended courses offered by the University is greater thanwhatiscurrentlybeingreported.

• The fact that students can unknowingly register for blended courses, which are notidentifiedbythe“HYB”code,canleadtofrustrationandhasadirectimpactonthestudentexperience.

To remedy this situation, theTLSScommunicateswithall levelswithineach faculty toensurethat they are aware of this potential issue. Our hope is that the new SIS will improve thissituationandensurethatblendedcourseidentificationisclearer.

b)Moredetailedworkisrequiredtodisseminateinformationaboutthebenefitsthatblendedlearningcanbringtotheoverall learningexperience.ThediscussionsthattookplacebetweentheTLSS,professorsandprogramdirectorsshowthattherestillexistssomeresistancetothisteachingmethod. Consequently, certain professorswhowish to transform their courses to ablended format have been unable to obtain support from their department and, as a result,haveabandonedtheprocess.

c)Copyrightprotection forblended courses,particularly forpart-timeprofessorsneeds tobediscussed further.Thisexperiencehasshownthatsomedirectorsarestillhesitant toapproveblended course development proposals frompart-time professorswhowill be unavailable toteach the course the following semester. Can the online content be taught by anotherprofessor?Doesitbelongtothedepartment?TheTLSSwilldiscusstheseissueswithprogramdirectors.

d)Theassessmentofcertainblendedcourseshasshowntheneedtodeveloparigorousqualityassurance system for thedurationof the call for proposals andblended coursedevelopmentprocess. This Fall,with thehelpofDr. KatherineMoreauat the Facultyof Education andherexpertiseinparticipativeevaluation(CousinsandEarl,1995), theTLSSreviewedtheprogramtoproduce a quality assurance process scheduled to be implemented for the 2016-2017applicationprocess.

e) Transforming a traditional course into a blended format means shifting from a teachingparadigm to a learning paradigm. This pedagogical transformation represents an importantchallenge for some professors who have, for years, placed great significance on contentorganization and less on designing effective learning situations. These past three years havedemonstrated the importanceof increasing the trainingoffered toprofessors anddevelopingtools to ensure the quality of the blended courses created. The TLSS has committed todevelopingarubriccomprisedofqualitycriteriaanddescriptorsthatwillbedistributedtoallof


23

theprofessorswhowanttodesignblendedcourses.This rubricwill serveasaguide foreachstepofproposalwriting,andblendedcoursedevelopmentandevaluation.

6.FeedbackandTestimonialsfromtheAcademicCommunity

StudentTestimonials

Dozensofvideoswereproducedfeaturingstudentswhohaveparticipatedinablendedcoursesharingtheirexperienceandofferingpracticaladviceonhowtosucceedincoursesdesignedinthis format. Available on the TLSS website, these videos are also accessible via the StudentAcademicSuccessService(StudentHelpGuide).

“ThisdefinitelygavemetheopportunitytoapplythethingsIwaslearning”—David

“The online discussion forums helped those who were a bit shy or less inclined to expressthemselvesinclass;itgavethemanopportunitytospeakup”—David

“Managemytime,interactwithothersinthe(discussion)forum,writeclearerposts;IlearnedseveralthingsandnowIusethemeveryday”—Alexandre

ProfessorTestimonials

Professors who have developed or taught blended courses were also interviewed and theirtestimonials are available in a video format. They discuss the different structures of blendedcoursesandlearningmodules,aswellaslearningactivitiesthatcanbeusedandalsosharetheirthoughtsonblendedlearning.

“Iwillneverteachtheoldwayagain.”—DenisBachand,ProfessorattheFacultyofArts


24

“Blended learning made me think more broadly about the techniques of pedagogy as awhole.”—JamesBrook-Smith,ProfessorattheFacultyofArts

“…theresultsofthesecondpartialexambasedsolelyonvideocontentarebetter(74%)thanthosebasedoncontentviewedinclass(68%;firstpartialexam).Iamveryconfidentthatwecanincrease the % from 15% to 40% for my course ANP1507A_Winter2017 (260 students).”—SimonLemaire,FacultyofMedicine

“Students preferredmy teaching in blendedmode, and they learned a lot frommy blendedcourse (average 4.61). All the other items on my A Report are above 4.00. Students madepositivecommentssuchas:"Professormadethecourseveryinteractive...","Averyenjoyableclass","Ienjoytheblendedprogrampartoflearning.Myfavouritecourseever","Ireallylikedthe professor's enthusiasm and encouragement for creative methods/approaches to thecourse....","Iloveherteachingstyle","heruseofmultimediaequipment".Studentlistedthepartstheylike:interactiveteachinglearningandvideos.SheriZhang–FacultyofArts(extractsfromherblendedcourseevaluation)

Oneof the professors from theUniversity ofOttawa’s Faculty of Artswas invited toHarvardUniversityin2015tosharetheirexperienceonblendedlearning.

AdministratorTestimonials

“…IwouldliketoechoCristinaPerissinottointhankingyouforyourdedicationandhardwork;youhavedoneafinejobinfurtheringblendedlearningatUofO…”—JoergEsleben,Director,DepartmentofModernLanguagesandLiteratures

“I just had a very interesting discussionwith one of the blended course specialists from theTLSS.Theywereextremelypatientandcourteousinexplainingthebenefitsofthisnewtypeofteachingmethod forme. I am fromtheold school,but Iwas fascinatedby theextraordinarypotentialofblendedlearning.”—LucieJoubert,Director,Départementdefrançais.

7. BlendedInitiative:VisibilityOutsideoftheUniversity

Throughout the implementation phaseof theBlended Learning Initiative, the TLSS contactedotherinstitutionswhohadlaunchedorwerepreparingtolaunchasimilarinitiative.Theteamalsovisitedtheseinstitutionstopresentour initiativeandshareinformation.Thisprovidedanopportunitytoexchangeideasandsharesuccessfulsolutionswithourpartners.

Also, following the program’s launch and the visibility of our University, several institutionsreached out to the TLSS to learn more about this initiative. Several delegations visited theUniversityofOttawatolearnmoreabouthowtheservicesupportsprofessors,especiallyduringthelarge-scaledevelopmentofblendedcourses:

• Institut de pédagogie universitaire et des multimédias (IPM) from the Université catholique deLouvain(Belgium)

• ThomasFroehlicher,DirectorGeneralandDeanoftheKedgeBusinessSchool(France)• Écoledetechnologiesupérieure(Montréal)


25

In addition, the TLSS hosted a half-day event dedicated to blended learningwhich took place at theÉcolede technologiesupérieure (ÉTS)withapanelcomprisedof threeofourprofessorambassadors.Pleaseclickonthefollowinglinkstoviewsomeoftheseexchanges:• JovanGroenandNancyVézina(TLSS):https://youtu.be/4i0gkSagGEM• ÉlaineBeaulieu,Professor:https://youtu.be/m19Kl3G7frk• ColinMontpetit,Professor:https://youtu.be/CePq6vP1XtY• HassanAoude,Professor:https://youtu.be/DCsPcNRV--g

TheTLSShasalsoestablishedanagreementwithContactNorthtohavethisgrouppromotetheblendedcoursesofferedattheUniversityofOttawaacrosstheirnetworkandtostudentslivinginWesternOntario.


26

8. ResearchandPublications

Severalprofessorshavetransformedtheirblendedcoursedesignprocessintoaresearchprojectandhavepublishedorpresentedtheirresults:

• AlisonFlynn,FacultyofScienceo Flynn,A.(2015).Structureandevaluationofflippedchemistrycourses:Organic&

spectroscopy, large and small, first to third year, English and French. ChemistryEducationResearchandPractice,16,198–211.Availableonline

• MauriceTaylor,FacultyofEducationo Atas,S.,Ghani,S.andTayor,M.(2015).Perspectivesonblendedlearninginhigher

education: A case study of a Faculty of Education. Conference of the CanadianAssociationfortheStudyofAdultEducation(CASAE).Montreal,June2015.

• Marie-JoséeHamel,FacultyofArtso Lecoin, I.andHamel,M.-J. (2014).Dispositifhybridepouruncoursdegrammaire

enfrançais langueseconde.Revue internationaledestechnologiesenpédagogieuniversitaire,11(1),35-49.Availableonline

• CraigForcese,FacultyofLawo Sankoff, P. and Forcese, G. (2014). The Flipped Law Classroom: Retooling the

Classroom to Support Active Teaching and Learning. Social Science ResearchNetwork.Availableonline

9. Conclusion

As specified in the E-Learning Working Group Report, the University of Ottawa hopes thatblendedcourseswillfigureprominentlyamongitsdiverseteachingmethodsby2020.Toreachthis ambitious objective, it is crucial that we not only train, support and coach as manyprofessors as possible, but thatwe also create tools that empower them and allow them todevelopanddesigntheirblendedcoursesautonomously.

Since the beginning of 2014, the meetings with professors and program directors helpedsensitizemorethan200membersoftheteachingcommunitytothisinitiativeandexposethemtonewpedagogicalsolutionsusingpreferredblendedlearningapproaches.

Inlightofthepastthreeyears,theTLSScontinuestoincreaseitsactionstoimprovetheexistingblended course design process and infrastructure by regularly assessing the differentcomponents of this initiative. In the Fall of 2016, an assessment was conducted of thecommunication strategies aimed at faculties and professors, of the call for proposals processand the tools used to design blended courses. This assessment led to the development ofqualityassuranceprocedures toensurethat thecoursesdesignedwereof thehighestqualityandeducationalrelevance.Aclearerdefinitionoftheshortandlongtermgoalsofthisinitiative,theimplementationofmeasurableresultsandthedevelopmentofaqualityassurancerubrictoassist professors in the design and development of their blended courses (available inDecember2016)willenablethesuccessofthislarge-scaleinitiative.


27

Atpresent,anExcellenceAwardcreatedin2016hasallowedustoassessseveraloftheblendedcoursesdevelopedthankstothisInitiative.

Thisyear,theTLSSwillalsoimplementassessmenttoolstoevaluatetheimpactofthesecourseson the overall student experience and performance. As of Winter2017, the TLSS will offeronlinetrainingonblendedcoursedesigntoalloweasieraccessandflexibilityforprofessors.

Inconclusion,theUniversityofOttawa’sblendedprogramisanimportantinitiativethathasthepotentialtotransform,notonlythestudentexperience,buttheuniversity’spedagogicalculturebyofferingquality,future-orientededucationalmodelsthatrespondtotheneedsofastudentpopulationwhoisstronglyanchoredinthesocialandeconomicrealitiesofthe21stcentury.TheTLSSisdeterminedtosupportthisInitiativewithallofitsexpertise,creativityandenergy.


28

10. Appendices

AppendixA

Listofthecoursesthathavereceivedfunding

Year Applicant Professor Type Code Title Faculty

2013 JeanQuirion JeanQuirion Individual TRA3555 Initiationàlaterminologieetà FacultyofArtslaterminotique

2013 ElizabethMarshman ElizabethMarshman Individual TRA3155 IntroductiontoTerminologyand FacultyofArtsTerminotics

2013 DenisBachand DenisBachand Individual CIN3597 Cinémascanadienetquébécois: FacultyofArtsfiction

2013 SimonLemaire SimonLemaire Individual ANP1507 Anatomiehumaineet FacultyofMedicinephysiologieIII

2013 AnneVallely AnneVallely Individual SRS2113 WorldReligionsII FacultyofArts

2013 ColinMontpetit ColinMontpetit Individual BIO2133 Genetics FacultyofScience

2013 RaphaelCanet RaphaelCanet Individual DVM5595 Altermondialisation, FacultyofSocialSciencesmondialisationetdéveloppement

2103 MatthewKerby MatthewKerby Individual POL3371 QuantitativeMethodsfor FacultyofSocialSciencesPoliticalScience

2013 AlisonFlynn AlisonFlynn Individual CHM3122 ApplicationofSpectroscopyin FacultyofScienceChemistry

2013 DavidPetrasek DavidPetrasek Individual ECH3330B InternationalHumanRightsLaw FacultyofSocialSciencesandPolicy

2013 LysanneLessard LysanneLessard Individual MBA5670 Technologiedel'informationet TelferSchoolofdecommunicationpourle Managementgestionnaire

2013 GregRichards GarrickApollon Program MBA5211 CorporateGovernanceand TelferSchoolofEthics Management

RichardClayman Program MBA5236 LeadershipandManagement TelferSchoolofManagement

MichealMiles Program MBA5237 ChangeManagement TelferSchoolofManagement

CherylSusan Program MBA5241 ManagerialAccounting TelferSchoolofMcWatters InformationandDecisions Management

GregoryRichards Program MBA5265 ManagingCorporate TelferSchoolofPerformance Management

GregoryRichards Program MBA5266 PerformanceManagement: TelferSchoolofBusinessProcessModelling Management

LysanneLessard Program MBA5270 InfoandCommunications TelferSchoolofTechnologyforManagers Management

AmirKhataie Program MBA5280 OperationsManagement TelferSchoolofManagement

PavelAndreev Program MBA5300 DataAnalysis TelferSchoolofManagement

AmirKhataie Program MBA5340 ManagerialAccounting TelferSchoolofInformationandDecisions Management

2013 RichardBarwell CharleneToal-Sullivan Program EDU5301 Principlesofeducational FacultyofEducationplanningforthehealthprofessions(part1)

CharleneToal-Sullivan Program EDU5302 Principlesofeducational FacultyofEducationplanningforthehealthprofessions(part2)

EricDionne Program EDU5699 Stratégiesd'évaluationdes FacultyofEducationapprentissagesenenseignementauxprofessionnelsdelasanté

EricDionne Program EDU5699 Évaluationdeprogramme FacultyofEducation

2014 CarlaHall CarlaHall Individual ESL2121 ReadingandWritingSkillsfor FacultyofArtsSecondLanguageLearners:AdvancedLevel


29

2014 GurpritKindra GurpritKindra Individual ADM2320 Marketing TelferSchoolofManagement

2014 MistraleGoudreau MistraleGoudreau Individual DCL6739 Thèmeschoisisendroit-Lalégislationetautresinstrumentsnormatifs

FacultyofLaw

2014 ClaireDuchesne ClaireDuchesne Individual EDU5600 L'apprentissageal'âgeadulte FacultyofEducation

2014 CristinaPerissinotto CristinaPerissinotto Individual ITA1911 Beginner’sItalian FacultyofArts

2014 MauriceTaylor MauriceTaylor Individual EDU5206 Programplanningineducation

adult FacultyofEducation

2014 MaudeChoko MaudeChoko Individual DRC1714 ObligationsII FacultyofLaw

2014 MayTelmissany MayTelmissany Individual ARB3101 ArabCinemaandVisualMedia FacultyofArts

2014 VincentCaron VincentCaron Individual DCL1714 ObligationsII FacultyofLaw

2014 DouglasFleming DouglasFleming Individual EDU5146 Social,Political,andCulturalIssuesinSecondLanguageEducation

FacultyofEducation

2014 ClaireIsaBelle ClaireIsaBelle Individual PED3519 Systèmescolairefranco-ontarien FacultyofEducation

2014 AdeleReinhartz AdeleReinhartz Individual SRS4107 SelectedCulture

TopicsinReligionand FacultyofArts

2014 FrancoisChiocchio FrancoisChiocchio Individual ADM2737 Dotationdesorganisations TelferSchoolofManagement

2014 MartineLagacé MartineLagacé Individual CMN3502 Méthodesrecherche

quantitativesde FacultyofArts

2014 TolgaYalkin TolgaYalkin Individual CML2313 ConstitutionalLawII FacultyofLaw

2014 PavelAndreev PavelAndreev Individual ADX5300 DataAnalysis TelferSchoolofManagement

2014 JohnLewis JohnLewis Individual BIO3305 CellularBiology FacultyofScience

2014 ColinMontpetit ColinMontpetit Individual BIO3705 Physiologiecellulaire FacultyofScience

2014 SheriZhang SheriZhang Individual CHN1901 IntroductiontoChinese(intermediate,advanced)

FacultyofArts

2014 SheriZhang SheriZhang Individual CHN2101 ModernChineseCulture FacultyofArts

2014 TamaraKotar TamaraKotar Individual POL3162 PoliticalViolence FacultyofSocialSciences

2014 ElaineBeaulieu ElaineBeaulieu Individual BCH4501 Structurehumain

etfonctiondugénome FacultyofScience

2014 PierreBeaudet PierreBeaudet Individual DVM5195 Socialmovementsglobalization

and FacultyofSocialSciences

2014 AnneVallely AnneVallely Individual SRS3712 L'Hindouisme FacultyofArts

2014 PhyllisDalley PhyllisDalley Individual PED3519 Systèmescolairefranco-ontarien FacultyofEducation

2014 Marie-JoseeHamel IsabelleLeCoin Program FLS2741 Compréhensiondel'écritfrançaislangueseconde

en FacultyofArts

MonikaJesak Program FLS2761 Perfectionnementdel'expressionécriteenfrançaislangueseconde

FacultyofArts

Mary-RuthEndicott Program FLS3500 Certificationenlangueseconde FacultyofArts

Mary-RuthEndicott Program ESL3100 Certificationinsecondlanguage FacultyofArts

NikolaySlavkov Program ESL2362 WritingSkillsforSecondLanguageLearners

FacultyofArts

2014 EmmanuelDuplaa

Program PED3540 Apprentissageetàl'élémentaire

enseignement FacultyofEducation

Program PED3757 Didactiquedesl'élémentaire

mathématiquesà FacultyofEducation

Program PED3764 Éducationartistiquel'élémentaire

a FacultyofEducation

Program PED3761 DidactiqueprimaireH

dufrançaisaucycle FacultyofEducation

Program PED3762 DidactiquemoyenH

dufrançaisaucycle FacultyofEducation

Program PED3756 Didactiquesdesscienceshumainesetsocialesà

FacultyofEducation


30

l'élémentaireH

Program PED3758 Didactiquestechnologie

dessciencesetàl'élémentaire

deH

la FacultyofEducation

Program PED3545 Educationaucyclecoursenligne

préparatoire FacultyofEducation

Program PED4542 Intégrationsdesapprentissagesetdéveloppementprofessionnelàl'élémentaire

FacultyofEducation

2014 NathalieBelanger NathalieBelanger Individual EFR2500 Lesvisagesdelafrancophoniedanslemonde

FacultyofArts

NathalieBelanger Individual EFR4500 Séminaired'intégrationenétudesdesfrancophonies

FacultyofArts

2015 GeorgesAbou-Hsab GeorgesAbou-Hsab Individual ARB2101 ArabicCultureI FacultyofArts

2015 FranceGravelle FranceGravelle Individual PED3519 Sociétéetsystèmefranco-ontarien

scolaire FacultyofEducation

2015 PeterMilley PeterMilley Individual PED3141 CurriculumPlanning,Implementation,andAssessment,Part1

FacultyofEducation

2015 CatherineMarviplis CatherineMarviplis Individual MCG4345 Aerodynamics FacultyofEngineering

2015 J.CraigPhillips J.CraigPhillips Individual NSG3123 CommunityHealthNursing FacultyofHealthSciences

2015 VincentCaron VincentCaron Individual DRC1514 ObligationsI FacultyofLaw

2015 JoanneSt.Lewis JoanneSt.Lewis Individual CML1105 FirstYearThematicCourse FacultyofLaw

2015 JuliePaquin JuliePaquin Individual DRC1514 DroitdesobligationsI FacultyofLaw

2015 Paul MayerSharonCurtis

for PaulMayerforSharonCurtis

Individual CHM4354 Principlesanalysis

ofinstrumental FacultyofScience

2015 RebeccaTiessen RebeccaTiessen Individual DVM4154 GlobalStudiesandCitizenship FacultyofSocialSciences

2015 RebeccaTiessen RebeccaTiessen Individual DVM2106 IntroductiontoInternationalDevelopment:Issues

FacultyofSocialSciences

2015 AlisonFlynn AlisonFlynn Individual CHM1321 OrganicChemistryI FacultyofScience

AlisonFlynn Individual CHM1721 ChimieorganiqueI FacultyofScience

AlisonFlynn Individual CHM2120 OrganicChemistryII FacultyofScience

2015 MayTelmissany MayTelmissany Individual ARB2103 PopCultureintheArabWorld FacultyofArts

2015 JeanQuirion JeanQuirion Individual TRA2988 DocumentationandLexicology FacultyofArts

2015 RyanFraser RyanFraser Individual TRA3190 ComparativeStylistics FacultyofArts

2015 RuthBradley-St-Cyr RuthBradley-St-Cyr Individual ENG1100 WorkshoponEssayWriting FacultyofArts

2015 JoséeLagacé JoséeLagacé Individual ORA6520 ÉvaluationaudiologiqueI FacultyofHealthSciences

2015 BeatrizPerez

Martin- BeatrizMartin-Perez Individual CVG4148 TheoryofStructures FacultyofEngineering

2015 NafisaBano NafisaBano Individual MCG5129 Hotworkingofmetals FacultyofEngineering

2015 JocelyneTourigny JocelyneTourigny Individual NSG6801 Projetcliniqueensoinsinfirmiersdeniveauavancé

FacultyofHealthSciences

2015 MaudeChoko MaudeChoko Individual DRC4731 Thèmesetdroit

choisisendroit:Artistes FacultyofLaw

2015 JenniferQuaid JenniferQuaid Individual DRC1707 DroitpénalI FacultyofLaw

2015 LiliaKarnizova LiliaKarnizova Individual ECO2115 IntroductiontoTerminologyTerminotics

and FacultyofSocialSciences

2015 DavidPetrasek DavidPetrasek Individual API6399 LawandWar FacultyofSocialSciences

2016 JeorgEsleben ChristinaPerissinotto Individual ITA1912 ElementaryItalianII FacultyofArts

2016 JeorgEsleben ChristinaPerissinotto Individual ITA3106 TheItalianRenaissance FacultyofArts

2016 JeorgEsleben MayTelmissany Individual ARB3102 ArabCanadianStudies FacultyofArts

2016 IanDennis IanDennis,Dr.BradleySt-Cyr

Ruth Individual ENG1100 WorkshoponEssayWriting FacultyofArts


31

2016 IsaacNahon DianeGagnon+Matte Individual CMN3530 Planificationdescommunications

FacultyofArts

2016 IsaacNahon DinaSalha Individual CMN2173 AdvertisingandSociety FacultyofArts

2016 IsaacNahon RukhsanaAhmed Individual CMN3103 QualitativeMethods FacultyofArts

2016 KoukyFianu Jean-LouisTrudel Individual HIS2129 Technology,SocietyEnvironment

and FacultyofArts

2016 NicoleSt-Onge RebeccaMargolis Individual CDN1300 Intro.JewishCanadianStudies FacultyofArts

2016 DominiqueCôté AdeleReinhartz Individual SRS2382 WorldoftheNewTestament FacultyofArts

2016 DominiqueCôté AdeleReinhartz Individual SRS3113 ReligionandCinema FacultyofArts

2016 MartineRhéaume LauraAmbrosio Individual FLS2522 Compréhensionetexpressionoraleenfrançaislangueseconde:niveauavancé

FacultyofArts

2016 MartineRhéaume MartineRhéaume Individual FLS2771 GrammairefrançaisepourétudiantsenlanguesecondeniveauavancéI

:FacultyofArts

2016 MartineRhéaume MartineRhéaume Individual FLS2521 Lecturesetécritureenfrançaislangueseconde:niveauavancé

FacultyofArts

2016 MartineRhéaume MartineRhéaume Individual FLS3773 Dév.duvocabulaireenFLS FacultyofArts

2016 MartineRhéaume Marie-JoséeHamel Individual FLS3791 Technologies,Internetetmédiassociauxpourl’acquisitionduFrançaislangueseconde

FacultyofArts

2016 MartineRhéaume MartineRhéaume Individual FLS2512 Communicationoraleetécriteenfrançaislangueseconde:niveauintermédiaireII

FacultyofArts

2016 LorraineGibert JakubZdebik Individual ART1305 ArtandImage FacultyofArts

2016 LorraineGibert JakubZdebik Individual ART1705 ArtandImage FacultyofArts

2016 JohnCurrie JamieLiew Individual CML4122 InterdisciplinaryStudiesinLaw:ProvidingMedical/PsychologicalEvidenceforRefugees

FacultyofLaw

2016 JohnCurrie EllenZweibel Individual CML3304 Taxation FacultyofLaw

2016 FrançoisLarocque F.Larocque+C.Magnan Individual CML4506 Introductionàlacommonlawfrançais

en FacultyofLaw

2016 NathalieBélanger StéphaneLevesque Individual EDU6504 Histoiredel'éducation FacultyofEducation

2016 NathalieBélanger NathalieBélanger Individual EDU6699 Évaluationdeprogramme FacultyofEducation

2016 NathalieBélanger ClaireIsabelle Individual EDU5832 Développementdesrelationsaveclacommunauté

FacultyofEducation

2016 RichardBarwell PeterMilley Individual EDU6111 Curriculum,politics&policy FacultyofEducation

2016 RichardBarwell BernardAndrews Individual EDU5199 Synthesisseminar FacultyofEducation

2016 RichardBarwell RuthKane Individual EDU6290 Researchineducation FacultyofEducation

2016 NicholasNg-A-Fook KatherineMoreau Individual PED4141 CurriculumPlanning—PartII FacultyofEducation

2016 NicholasNg-A-Fook TracyCrowe Individual PED3150 Becomingateacher FacultyofEducation

2016 NicholasNg-A-Fook TracyCrowe Individual PED3151 Enactingcollaborative FacultyofEducation

2016 NicholasNg-A-Fook PeterMilley Individual PED3102 Schooling&Society FacultyofEducation

2016 NathalieBélanger ClaireDuchesne Individual EDU6604 Développementdel'adulte FacultyofEducation

2016 LiamPeyton StéphaneSomé(replacesMiguelGarson)

Individual SEG1911-B Communicationetprofessionnelle

responsabilité FacultyofEngineering

2016 LiamPeyton LiamPeyton Individual SEG1911-A ProfessionalCommunicationResponsibility

and FacultyofEngineering

2016 NatalieBaddour CatherineMavriplis Individual MCG3341 FluidMechanicsII FacultyofEngineering

2016 NatalieBaddour JamesMcDonald Individual MCG3340 FluidMechanicsI FacultyofEngineering

2016 NatalieBaddour MarianneFenech Individual MCG3143 Bio-FluidMechanics FacultyofEngineering


32

2016 NatalieBaddour FrançoisRobitaille Individual MCG4117 Intro.tocompositematerials FacultyofEngineering

2016 CollinRennie MartinNoël Individual CVG4145 ReinforcedConcreteDesignII FacultyofEngineering

2016 CollinRennie LeandroSanchez Individual CVG2141 CivilEngineeringMaterials FacultyofEngineering

2016 CollinRennie LeandroSanchez Individual CVG2541 Matériauxdugéniecivil FacultyofEngineering

2016 FranceRioux ChantalMatar Individual NUT4507 Aliments,SantéetNutraceptique FacultyofHealthSciences

2016 YueChen DougCoyle Individual EPI5189 HealthEconomicEvaluation FacultyofMedicine

2016 YueChen DavidMoher Individual EPI5244 SpecialTopicin(Journalology)

Epidemiology FacultyofMedicine

2016 YueChen TimRamsay Individual EPI5242 Biostatistics FacultyofMedicine

2016 MonicaNevins GillesLamothe Individual MAT1371 DescriptiveStatistics FacultyofScience

2016 MonicaNevins GillesLamothe Individual MAT1771 Statistiquedescriptive FacultyofScience

2016 PaulMayer PaulMayer Individual CHM4354 PrinciplesAnalysis

ofInstrumental FacultyofScience

2016 ThomasBrabec AndrzejCzajkowski Individual PHY1331 PrinciplesofPhysicsI FacultyofScience

2016 MarieDrolet SimonLapierre Individual SVS6705 Problématiquedelaviolenceinterventionsociale

et FacultyofSocialSciences

2016 CatherineHeyes

Liston- CatherineListon-Heyes

Individual API5126 MicroeconomicPolicy FacultyofSocialSciences

2016 PierreBeaudet PierreBeaudet Individual DVM2506 Introductionaudéveloppementinternational(Contemporain)


2016 LauchlanMunro MahmudMasaeli Individual DVM2350 FoundationofPoliticalThought FacultyofSocialSciences

2016 LauchlanMunro MahmudMasaeli Individual DVM3130 EthicsandInternationalDevelopment


2016 DavidDelcorde GillesLevasseur Individual ADM3360 BusinessLaw TelferSchoolofManagement

2016 NandiniSrikantiah StephaneTywoniak Individual CPL5101 SystemsThinking TelferSchoolofManagement

2016 NandiniSrikantiah LaurentLapierre Program CPL5102 Self-RealizationandPersonalDevelopment


2016 NandiniSrikantiah JonathanCalof;lkaLavagnon

Program CPL5103 StrategicManagementofComplexProjectsandPrograms


2016 NandiniSrikantiah FrancoisChiocchio Program CPL5104 OrganizationalBehaviourofProjectteamsandtheirSystems


2016 NandiniSrikantiah MichaelMiles Program CPL5105 PlanningandCommunicatingChangeEffectively


2016 NandiniSrikantiah DanRoss Program CPL5106 AcquisitionStrategies TelferSchoolofManagement

2016 NandiniSrikantiah Notidentified Program CPL5107 Laws,Regulations,IntellectualPropertyandContracts


2016 NandiniSrikantiah Notidentified Program CPL5108 StrategicallyManagingRisk TelferSchoolofManagement

2016 NandiniSrikantiah Notidentified Program CPL5109 BusinessPlanningandCases:MethodsandImplementation


2016

NandiniSrikantiah Notidentified Program CPL5110 NegotiationStrategies TelferSchoolofManagement


33

AppendixB

Timeline—StepstofollowfortheFundingProgram

• Step1: End of October—Beginning of November—Distribution of the Expressions ofInteresttoprogramdirectors.

• Step2:MidDecember—DeadlinefordirectorstosubmitExpressionsofInterest.

• Step3: Before the closing ofDecember—Distributionof personalized forms and relateddocumentstoprofessors.

• Step4:MidFebruary—Deadlineforprofessorstosubmitproposals.

• Step5:FromMidFebruarytoMidMarch—Proposalevaluationprocess.

• Step5: Mid March—Announcement of the recipients and issuance of letters ofacceptance.

• Step6:EndofApril(atthelatest)—Transferfundstotheselectedfaculties.


34

AppendixC

LaunchofFundingProgram2016-2017

TheBlendedLearningInitiative(BLI) invitesprofessorstosubmitexpressionsofinterestto theirDepartmentorProgramDirectorstoourannualFundingProgramforBlendedCourseDesign.

Determining how to effectively leverage technology and pedagogy to improve thestudents’ learning experience isasignificantchallenge.Overthepastthreeyears,theBLIhasfundedmorethan150courses andworkedwithover500professors to addressthese challenges and support the creation of quality blended courses on campus.Buildingonourpreviouscommitments,thisyearourservicewillbeallocating$270,000inongoingsupportforthedevelopmentofblendedcourses.

ThreePossibleFundingTracks

In an effort to provide more targeted support and funding, expressions of interestcan now identify coursesunderthreedifferentfundingtracks.Theseinclude:

1. Individualcourses:whereinterestedapplicantsdeveloptheirblendedcourse(s)independentof othercoursesinaprogramorcoursesequence.

2. Programs:whereinterestedapplicantsdevelopthreeormoreblendedcoursesincoordination withoneanotheraspartofaprogramorcoursesequence.

3. Pastrecipients:whereinterestedapplicants,whohavepreviouslyconvertedanddelivereda courseinablendedformat,developadditionalmaterialfortheirblendedcourse.

Submissioninstructionsanddeadline

We encourage all professors who wish to apply for funds to inform their respectiveDirectors of their interest. Directors are responsible for approving and submittingexpressions of interest on behalf of theirDepartmentorProgram.Thereisnolimitonthenumberofcoursesthatcanbesubmittedaspart oftheexpressionofinterest.

Whatisablendedcourse?

Ablendedcourseisdesignedsuchthatsomein-classtimeissubstitutedbyequallymeaningful onlineactivities(clickherelearnmore).


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Members of the Blended Learning Initiative (BLI) team are available to speak withDirectors, committees, or individuals about the definition, benefits, and challenges ofblendingindividualcoursesorprograms.

Expressionsofinterestaredue:December15th,2016.


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AppendixD

Part1-Thefirstface-to-facesessionallowsparticipantstofamiliarizethemselveswiththestructure,thetools and the resources at their disposal throughout the length of the program. Furthermore, animportant part of the session is dedicated to the first steps of the blended course designprocess, from the initial reflection about the particularities of this type of course and theparadigmshifttotheessentialroleofthelearningoutcomes.

Worktobedoneonline§ Completetheassessmentofyourcourse'slearningcontext;§ Identifytheessentiallearningforyourcourse;§ Establishaworkflow;§ Writethelearningoutcomesforyourcourse.

Part 2 - This second face-to-face session allows participants to continue their design process by focusingspecifically on learning activities that must be designed within the framework of a blended course. Itexploresthe importanceofcomplementaritiesbetween in-classactivitiesandthosethatstudentsmust complete online. Part of this session takes place in a laboratory to allow participants toexplorethetoolsusedtodesignonlineactivities.

Worktobedoneonline§ PlanthesequenceoflearningsituationsforyourcourseusingGarrisonandVaughan'sPlanningTool(2007):

- Tip1:Severalweeksordaysbeforethenextin-classcourse.Inthiscase,duringonespecificweek(unitormodule)wherethecourse isstrictlygivenonline, informationpertainingtothe course plan will be placed in the columns "Before" or "After", depending on thecontext.

- Tip2:Thedetailsoftheplannedlearningsituations,whetherin-classoronline,canalsobeindexedinthistool.

LearningOutcomes

Attheendofthissession,participantswillbeableto:§ Describethekeyprinciplesthatmustbeconsideredwhendesigningin-classandonlinelearningactivities;§ Determinethemostrelevantactivities(in-classandonline)inordertomeetthelearningoutcomesidentified

whichareconsistentwiththeexemplarypracticesinthefieldofdynamiclearning:- Byselectingfromalistofinstructionalstrategiesfocusedondynamiclearning(in-classandonline);- Bycontributingnewideastothelistofinstructionalstrategiesfocusedondynamiclearning(in-classandonline);

§ Selectresourcesandtechnologicaltoolsbasedonexemplarypracticesforblendedlearningandteaching;§ Planlearningsituations(in-classandonline)withthehelpofaplanningtemplate;§ assessthelearningsituations(in-classandonline)producedbypeersbysupplyingconstructivefeedbackabout

thealignmentbetweenthelearningoutcomes,thesituationinquestion(REVIEW),theinstructionalstrategiesandthelearningtools.


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Part 3 - This third face-to-face session is part of the continued design process and specifically addressesassessmenttoolsandtheoptionsavailableinablendedcoursecontext;thetoolsin-classandonline.Partofthis session takes place in a laboratory to allow participants to explore the tools used to designdifferentonlineassessmentactivities.

Worktobedoneonline§ Design an assessment plan that takes into consideration the progression of learning and thestudentdiversity;

§ Build assessment tools (in-class and online) that will measure the achievement of learningoutcomesinyourcourse;

§ Submitanassessmentplan,ifyouwishtoreceivefeedback.

Part4 -This final face-to-facesessionmarks theendofthe design process and transitions to the preparationassociatedwithteachingablendedcourse.Participantscan use this opportunity to have their workassessedbytheirpeersandtheirtrainingteam.Thisis also the final step before the beginning of thecourses and of the best practices – based on thedocumentationand the research in their field–onteachingablendedcourse.

Worktobedoneonline

Writeacompletelessonplan;

§ § Completeeverylearningsituation(thosein-classandonline);§ Build(orcomplete)theonlineplatformfortheircourse(s)(organization,writing,etc.);§ Planthein-classlearningopportunities;§ Plananddesigntheassessmenttasksandfeedbackstrategies;§ Organizetheteachingassistants'work(ifapplicable).

LearningOutcomes

Attheendofthissession,participantswillbeableto:§ Chooseanddesigneffectiveassessmenttools(suchasmultiplechoicequestions,correspondencequestions,

comparisonquestions)inrelationtothecourse'slearningoutcomes:- Byusingresourcesinevaluationandexamdesign;- ByinterpretingtheScantrondatathatcanhelpimprovemultiplechoicequestions;- ByidentifyingassessmentactivitiesthatcanbeadministeredbyBlackboardLearn;

§ Chooseanddesigneffectiveassessmenttools(suchasmultiplechoicequestions,correspondencequestions,comparisonquestions)inrelationtothecourse'slearningoutcomes:

- Byexchangingideasandtechniquesonhowtoimprovegradingpractices;- Bydevelopingdetailedevaluationgridsthatallowforastandardizedevaluationofstudents'work;- ByidentifyingevaluationactivitiesthatcanbeadministeredbyBlackboardLearn.

LearningOutcomes

Attheendofthissession,participantswillbeableto:§ Giveconstructivefeedbackabouttheblended

coursedesign;§ Describethewinningpracticesinvolvedin

teachingablendedcourse;§ IdentifyrelevantresourcestotheTLSS.


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11. References

Forthetrainingframework

Bernard,R.M.,Borokhovski,E.,Schmid,R.F.,Tamim,R.M.,&Abrami,P.C.(2014).Ametaanalysisofblendedlearningandtechnologyuseinhighereducation:Fromthegeneraltotheapplied.JournalofComputinginHigherEducation,26(1),87–122.

Boyle,T.,Bradley,C.,Chalk,P.,Jones,R.,&Pickard,P.(2003).UsingBlendedLearningtoImproveStudentSuccessRatesinLearningtoProgram.JournalOfEducationalMedia,28(2-3),165-178.

Brassard,N.(2012).Profildecompétencesdel’enseignantdeniveauuniversitaire.DocumentaccessibleviaURL:http://pedagogie.uquebec.ca/portail/repertoire/profil-de-competences-de-lenseignant-de-niveau-universitaire.

Caulfield,J.(2011).HowtoDesignandTeachaHybridCourse:AchievingStudent-CenteredLearningthroughBlendedClassroom,Online,andExperientialActivities.Sterling,VA:StylusPublishing.

Dorais,S.andLaliberté,J.(1999).Unprofildecompétencesdupersonnelenseignantducollégial.Pédagogiecollégiale,12(3),8-13.

Fink,D.L.&KnightFink,A.(Eds.).(2009).DesigningCoursesForSignificantLearning:Voicesofexperience.SanFrancisco,CA:Jossey-Bass.

Franks,P.(2002).BlendedLearning:Whatisit?Howdoesitimpactstudentretentionandperformance?InM.Driscoll&T.Reeves(Eds.),ProceedingsofE-Learn:WorldConferenceonE-LearninginCorporate,Government,Healthcare,andHigherEducation2002(pp.1477-1480).Chesapeake,VA:AssociationfortheAdvancementofComputinginEducation(AACE).RetrievedfromURL:https://www.learntechlib.org/p/9370.

Garrison,D.R.&Vaughan,N.D.(2011).BlendedLearninginHigherEducation:Framework,Principles,andGuidelines.SanFrancisco,CA:Jossey-Bass.

Hugues,G.(2007).Usingblendedlearningtoincreaselearnersupportandimproveretention.TeachinginHigherEducation,12(3),349-363.

Mägi,J.(2007).B-Learning4Allproject–Analysisofneedsofthetargetgroup.RetrievedfromURL:http://b-learning4all.eu/.

Wiggins,G.&McTighe,J.(2005).UnderstandingbyDesign(2ndEd.).Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

GeneralTheory

Akyol,Z.,&Garrison,D.R.(2011).Understandingcognitivepresenceinanonlineandblendedcommunityofinquiry:Assessingoutcomesandprocessesfordeepapproachestolearning.BritishJournalofEducationalTechnology,42(2),233-250.

Akyol,Z.,Garrison,D.R.,&Ozden,M.Y.(2009).Onlineandblendedcommunitiesofinquiry:Exploringthedevelopmentalandperceptionaldifferences.TheInternationalReviewofResearchinOpenandDistributedLearning,10(6),65-83.

Gerbic,P.(2011).Teachingusingablendedapproach–whatdoestheliteraturetellus?Educational


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MediaInternational,48(3),221-234.

Halverson,L.R.,Graham,C.R.,Spring,K.J.,&Drysdale,J.S.(2012).Ananalysisofhighimpactscholarshipandpublicationtrendsinblendedlearning.DistanceEducation,33(3),381-413.

Halverson,L.R.,Graham,C.R.,Spring,K.J.,Drysdale,J.S.,&Henrie,C.R.(2014).Athematicanalysisofthemosthighlycitedscholarshipinthefirstdecadeofblendedlearningresearch.TheInternetandHigherEducation,20,20-34.

Hood,M.(2013).Bricksorclicks?Predictingstudentintentionsinablendedlearningbuffet.AustralasianJournalofEducationalTechnology,29(6),762-776.

Kaleta,R.,Skibba,K.,&Joosten,T.(2007).Discovering,designing,anddeliveringhybridcourses.InA.G.Picciano&C.D.Dziuban(Eds),Blendedlearning:Researchperspectives(pp.111-143).Needham,MA:TheSloanConsortium.RetrievedfromURL:http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf

Moskal,P.,Dziuban,C.,&Hartman,J.(2013).Blendedlearning:Adangerousidea?TheInternetandHigherEducation,18,15-23.

Owston,R.,York,D.,&Murtha,S.(2013).Studentperceptionsandachievementinauniversityblendedlearningstrategicinitiative.TheInternetandHigherEducation,18,38-46.

Torrisi-Steele,G.,&Drew,S.(2013).Theliteraturelandscapeofblendedlearninginhighereducation:theneedforbetterunderstandingofacademicblendedpractice.InternationalJournalforAcademicDevelopment,18(4),371-383.

Woods,R.,Badzinski,D.M.,&Baker,J.(2007).Studentperceptionsofblendedlearninginatraditionalundergraduateenvironment.InA.G.Picciano&C.D.Dziuban(Eds),Blendedlearning:Researchperspectives(pp.203-229).Needham,MA:TheSloanConsortium.RetrievedfromURL:http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf

InstitutionalOrganizations

Carbonell,K.B.,Dailey-Hebert,A.,&Gijselaers,W.(2013).Unleashingthecreativepotentialoffacultytocreateblendedlearning.TheInternetandHigherEducation,18,29-37.

Garrison,D.R.,&Kanuka,H.(2004).Blendedlearning:Uncoveringitstransformativepotentialinhighereducation.Theinternetandhighereducation,7(2),95-105.

Garrison,D.R.,&Vaughan,N.D.(2013).Institutionalchangeandleadershipassociatedwithblendedlearninginnovation:Twocasestudies.Theinternetandhighereducation,18,24-28.

Graham,C.R.,Woodfield,W.,&Harrison,J.B.(2013).Aframeworkforinstitutionaladoptionandimplementationofblendedlearninginhighereducation.Theinternetandhighereducation,18,4-14.

Owston,R.(2013).Blendedlearningpolicyandimplementation:Introductiontothespecialissue.TheInternetandHigherEducation,18,1-3.

Porter,W.W.,Graham,C.R.,Spring,K.A.,&Welch,K.R.(2014).Blendedlearninginhighereducation:Institutionaladoptionandimplementation.Computers&Education,75,185-195.

Singleton,D.M.(2013).TransitioningtoBlendedLearning:TheImportanceofCommunicationand


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Culture.JournalofAppliedLearningTechnology,3(1),12-15.

Taplin,R.H.,Kerr,R.,&Brown,A.M.(2013).Whopaysforblendedlearning?Acost–benefitanalysis.TheInternetandHigherEducation,18,61-68.

Wallace,L.,&Young,J.(2010).Implementingblendedlearning:Policyimplicationsforuniversities.OnlineJournalofDistanceLearningAdministration,13(4).RetrievedfromURL:http://www.westga.edu/~distance/ojdla/winter134/wallace_young134.html

BlendedCourseDesign

Ausburn,L.J.(2004).Coursedesignelementsmostvaluedbyadultlearnersinblendedonlineeducationenvironments:AnAmericanperspective.EducationalMediaInternational,41(4),327-337.

DukesIII,L.L.,Koorland,M.A.,&Scott,S.S.(2009).Makingblendedinstructionbetter:Integratingtheprinciplesofuniversaldesignforinstructionintocoursedesignanddelivery.ActioninTeacherEducation,31(1),38-48.

Helms,S.A.(2014).Blended/hybridcourses:areviewoftheliteratureandrecommendationsforinstructionaldesignersandeducators.InteractiveLearningEnvironments,22(6),804-810.

Hoic-Bozic,N.,Mornar,V.,&Boticki,I.(2009).Ablendedlearningapproachtocoursedesignandimplementation.Education,IEEETransactionson,52(1),19-30.

McGee,P.,&Reis,A.(2012).BlendedCourseDesign:ASynthesisofBestPractices.JournalofAsynchronousLearningNetworks,16(4),7-22.

Means, B., Toyama, Y.,Murphy, R.,&Bakia,M. (2013). The effectiveness of online andblendedlearning:Ametaanalysisoftheempiricalliterature.TeachersCollegeRecord,115(3),1–47.

Precel,K.,Eshet-Alkalai,Y.,&Alberton,Y.(2009).Pedagogicalanddesignaspectsofablendedlearningcourse.TheInternationalReviewofResearchinOpenandDistributedLearning,10(2).RetrievedfromURL:http://www.irrodl.org/index.php/irrodl/article/view/618/1241

Shea,P.(2007).Towardsaconceptualframeworkforlearninginblendedenvironments.InA.G.Picciano&C.D.Dziuban(Eds),Blendedlearning:Researchperspectives(pp.19-35).Needham,MA:TheSloanConsortium.RetrievedfromURL:http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf

Shibley,I.,Amaral,K.E.,Shank,J.D.,&Shibley,L.R.(2011).Designingablendedcourse:UsingADDIEtoguideinstructionaldesign.JournalofCollegeScienceTeaching,40(6),80-85.

Spanjers,I.A.,Könings,K.D.,Leppink,J.,Verstegen,D.M.,deJong,N.,Czabanowska,K.,&vanMerriënboer,J.J.(2015).Thepromisedlandofblendedlearning:Quizzesasamoderator.EducationalResearchReview,15,59-74.

ParticipativeEvaluation

Cousins, J. B., & Earl, L. M. (1995). Participatory evaluation in education: Studies ofevaluationuseandorganizationallearning.London,UK:Falmer.

Documents

Report on the Blended Learning Initiative · Report on the Blended Learning Initiative - September 2013 to November 2016 1 ... , the TLSS developed a four-part blended program offered