Purpose of this blog?

I'm wondering if this blog is a place to share our thoughts? It seems like a great resource tool, but I'm wondering where is the discussion?
Jan

Jan: Originally, this blog was just for the new blended committee for 2008-2009. We also have a working wiki for the committee. See the history for last year's blog/wiki. The intent of this blog was to explore research on blended learning. We expanded the conversation to include accelerated learning models from other universities - particularly those with 8-week terms. We were encouraged to open up the forum to all faculty so that we could invite comments from everyone. It's not an ideal discussion forum as is - but we can discuss opening up typical threaded discussion in Blackboard if that's a request. I'll bring it up at our meeting today.

Most people are just using the add comments option. But - you managed to add a section. Can you explain how you did that? Is that because you used a gmail name/password? Everyone is supposed to have "author" access. I think if you sign in you can add comments and post new blog entries. I did create a wiki and another blog that allows for "equal authoring" with one common username/password for all cucfaculty. I didn't add all the resources on that blog - but if people want to talk more privately - I could open that up to whoever wants a more private faculty conversation.
Carla Piper

Coming Soon! - We will be posting a discussion in Blackboard as well. More info to come. cp

Universities with Accelerated 8-Week Terms

Post Links to Universities using 8-week terms here.

• University of Massachusetts - See Blended Learning and Download the PDF
• St. Joseph University College - Philadelphia, Pennsylvania
• Eckerd College - St. Petersburg, Florida (Terms)
• Saint Leo University - San Antonio, Florida (Calendar)
• Park University - Kansas City
• Regis University - Denver, Colorado
• Columbia College - Columbia, Missouri (Evening/Online 8-week schedule)
• Webster University - St. Louis, Missouri (See Academic Calendar)
• North Central University - Prescott Valley, Arizona
• Harrisburg University of Science and Technology - Harrisburg, Pennsylvania
• Jacksonville University - Jacksonville, Florida (See Academic Calendar)
• Seattle University - Seattle, Washington
• Ottawa University - Ottawa, Wisconsin (See Calendar)

Accelerated Learning Models

just a note....As Chapman University College considers an 8-week term along with blended learning, faculty may be interested in sharing the pros and cons of such a schedule. The blended teaching committee has begun to look at other university models for 8-week term scheduling. I'll post what we find here and we'll try to look at some visuals as think of the possibilities.
Email me if you have trouble posting comments - piper@chapman.edu

CAEL - The Council for Adult and Experiential Learning
CAEL on Accelerated Programs
CAEL - Adult-Centered Implementation

Websites, Blogs, and Wikis About Blended Learning

Websites

• University of Wisconsin - http://www4.uwm.edu/ltc/hybrid/index.cfm
• Illinois Online Network (ION) - http://www.ion.uillinois.edu/index.asp
• Boise State Blended Learning - http://izann.com/studentservices/elearn/?content=blended
• Michigan State: Teach Online - http://teachvu.vu.msu.edu/public/
• University of Central Florida - Research Initiative for Teaching Effectiveness - http://pegasus.cc.ucf.edu/~rite/index.html

Blogs

• Wordpress - http://wordpress.com/tag/blended-learning/

Wikis

• Sloan-C Blended Learning Wiki - http://www.sloan-c-wiki.org/wiki/index.php?title=Main_Page
• The Power of Wikis in Higher Ed - Campus Technology - http://www.campustechnology.com/articles/66505/

Research and Resource Articles

• Inside Higher Ed (2007) Learning 2.0 - http://www.insidehighered.com/news/2007/11/13/blended
• The Chronicle of Higher Education (2008) - The Wired Campus - http://chronicle.com/wiredcampus/article/3321/study-finds-hybrid-courses-just-as-effective-as-traditional-model?utm_source=at&utm_medium=en
• Designing the HyFlex World – Hybrid, Flexible Courses for All Students - http://itec.sfsu.edu/hyflex/hyflex_home.htm and http://itec.sfsu.edu/hyflex/hyflex_course_design_theory_1.1.doc
• Is Blended Learning Effective? Campus Technology (2008) - U of Missouri - http://www.campustechnology.com/articles/67634/

Course Redesign Ideas for Blended Model

Useful Websites with Course Redesign Ideas

• U of Wisconsin, Milwaukee - Ten Questions to consider when redesigning a course for hybrid teaching and learning
• U of Milwaukee Tips for Course Redesign - http://www4.uwm.edu/ltc/hybrid/faculty_resources/tips.cfm
• U of Oklahoma and U of Virginia Resource Center - A Self-Directed Guide to Designing Courses for Significant Learning (Fink, 2004 - Author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
• San Francisco State - Designing the HyFlex World – Hybrid, Flexible Courses for All Students - http://itec.sfsu.edu/hyflex/hyflex_course_design_theory_1.1.doc

Community of Inquiry

Blended Learning in Higher Education: Frameworks, Principles, and Guidelines

Garrison & Vaughan (2007

http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787987700.html

Social Presence

• Open communication - enabling risk-free expression
• Group cohesion - encouraging collaboration
• Affective/personal – expressing emotions, camaraderie

Cognitive Presence

• Triggering event - having sense of puzzlement
• Exploration - exchanging information
• Integration - connecting ideas
• Resolution - applying new ideas

Teaching Presence

• Design and organization - setting curriculum and methods
• Facilitation of discourse - sharing personal meaning
• Direct instruction - focusing discussion
  

Kolb's Model of Experiential Learning

Kolb's Model of Experiential Learning - U of Colorado, Denver

Article to be published - http://innovateonline.info/

1. Learning is a process whereby knowledge is created through experience
2. Experiences are a transformational process
3. Students actively construct their experience within a sociocultural context
4. Provides a framework for designing active, collaborative, and interactive learning experiences.

Phases of Kolb's Model Mapped to Instructional Activities and eLearning Tools

Concrete experiences

• Emphasizes personal involvement with people in everyday situations
• Learner relies more on feelings than a systematic approach to problems and situations
• In a learning situation, learner relies on the ability to be open minded and adapt to change

Reflective observation

• Learner understands ideas and situations from different points of view
• Learner relies on own thoughts and feelings in forming opinions
• In a learning situation, learner relies on patience, objectivity and careful judgment but would not necessarily take any action.

Abstract conceptualization

• Learning involves logic and ideas rather than feelings to understand problems or situations
• Learner relies on systematic planning, develops theories and ideas to solve problems.

Active experimentation

• Learning takes an active form: experimenting with influencing or changing situations
• Learner takes a practical approach and is concerned with what works as opposed to simply watching a situation
• Learner values getting things doen and seeing the results of their influence and ingenuity.
  
  Kolb Model of Experiential Learning
  Kolb's Phases - Instructional Activities and eLearning Tools
  
  Experiential Learning - http://www.learningandteaching.info/learning/experience.htm

Fall Faculty Presentation - 2008

Maria Cesario, Carla Piper, and Ruth Black presented an overview of the work of the blended teaching and learning committee on Thursday, September 11th. The results of the faculty/instructor survey conducted in late August-September 3rd indicated that a large number of instructors were using Blackboard as technology enhancement and some instructors were structuring their classes on a blended model.

• Maria's Powerpoint on Blended Learning
• Carla's Powerpoint of the Faculty/Instructor Survey Results

History

Members of the Chapman University College faculty have been working on using learning management systems for technology enhancement since 2000. The Electronic Instruction Task Force met in Orange and many of the main campus and academic centers attended meetings and Blackboard trainings. The Education division developed guidelines for hybrids in 2005 and many instructors across all disciplines experimented with hybrid models for course delivery. When we began developing fully online courses, we moved to eCollege. Many of our faculty members and instructors attended eCollege trainings across California and Washington. In 2006-2007, a number of faculty members participated in pilot study using the hybrid model in eCompanion. Each participant reported generally positive responses to the faculty in spring of 2007.

In 2007-2008, a hybrid committee was formed to examine the research supporting hybrid or blended models of teaching and learning. Committee members read books and articles, attended conferences, and gathered information regarding universities who were incorporated hybrid or blended learning. The committee determined that "blended" was the term of choice for most universities and researchers.

Review of Committee Activites (2007-2008)

• Hybrid or Blended Teaching Blog (2007-2008)
• Hybrid Slides of Powerpoint Presentation (January, 2008)
• Working Wiki for Hybrid Committee (2007-2008) Email piper@chapman.edu for the invite key.

Draft of Hybrid Committee Mission

"The mission of Chapman University College blended teaching is to integrate innovative technology with adult learning pedagogy to facilitate critical and analytical thinking with experiential and problem-based learning.”

Draft of Original Guiding Principles for Committee

Blog Resource - http://hybridteaching.blogspot.com/2008/01/student-centered-pedagogy.html

• Pedagogically driven rather than technologically or logisitically (seat-time) driven
• Student centered - students are active learners constructing own knowledge (learner autonomy, self-directed choices, reflection)
• Instructor is an active facilitator
• Socially constructed with interaction between students and instructor - both f2f and online
• Instructor will participate in the discussions on a regular basis, so that student's do not feel "lost in cyber space"
• Administration will provide training to instructors to keep abreast of the latest technological advances in blended learning
• "Imagining and creating digitally mediated environments for the kinds of lives that we want to lead and the sorts of communities that we will want to have.” Mitchell (1999) from Carla's The Future of Higher Education blog page date 1/26/08]
• Problem-solving experiential learning, problem-based
• University continued support for students and instructors - university infrastructure