Quality of Online and Blended Learning

Week 5 Blog #BlendKit2015 update As we’ve taken our journey through our creation of our blended course, we need to ensure the quality of the course. We need to determine the best combination of online and F2F learning experiences. There are many blended and online course standards. The University of Massachusetts Dartmouth’s Blended Course Review Rubric is a popular “best practices”. Another option is the Hybrid Redesign Evaluation Checklist developed by the University of Wisconsin Milwaukee’s Learning Technology Center. The course that I am taking also has the Blended Course self-Assessment/Peer Review Form. Other examples of online course standards includes: Quality Matters Blackboards’ Exemplary Course Program Monterey Institute’s Online course Evaluation Project CSU Chico’s Rubric for Online Instruction Michigan Virtual University’s Guidelines and Model Review Process for Online Courses Texas Virtual School Network’s Scoring Rubric for Online Courses Illinois Online Network Quality Online Course Initiative Rubric University of Southern Mississippi’s Online Course Development Guide and Rubric Florida Gulf Coast University’s Principles of Online Design All of these standards have some limitations. The limitations have to do with the “prescriptiveness, credibility, scope and automism of such standards groupings” In addition to creating a good course, you must also focus on teaching effectiveness. This is how to measure the instructor’s ability to affect student. This can includes how organized the course, knowledge level of the instructor, communication with students, timely feedback and other criteria. One suggestion for a teaching is to write an online teaching journal that allows instructors to track thoughts and actions including personal teaching goals. Teachers can also check to see how things are going at any point including reviewing the effectiveness of a specific assignment or resource. Feedback is a critical part of course success and improvement

Learning activities in a blendeding learning environment

Week 4 #BlendKit2015 update This was a very interesting lesson. It gave an example of learning activities for holistic, active learning. As with many assessment, there are direct and indirect methods. For a direct assessment, you would either do or observe something (experience) or you would write a reflective journal or have a dialogue. For indirect, you could use case studies, gaming, simulations, role playing and stories (all experience). For online, a teacher can assign a student to directly experience ___ or engage in indirect kinds of experience3s online. Online students can also write a reflection and complete dialogue online with others. In blended learning, you could have several learning activities including: assimilative, adaptive, communicative, productive and experiential. Assimilative is processing narrative media such as lectures, DVDs or texts. This could include concept mapping, buzzwords, crosswords, etc. Adaptive3 is an environment that changes according to learning input. This includes simulations and games. Communicative is discussing. This can be done asynchronous or synchronous, discussions, chats or text messages. Productive is when learners are producing something. This includes creating, producing, writing, drawing, composing, synthesizing, remixing, and mashups. Experiential includes interactive activities that focus on problem solving. This includes practicing, applying, mimicking, experiencing, exploring, investigating, and performing.

Direct and Indirect Assessment - options in higher education

I wanted to take a moment to reflect on Week 3’s BlendKit2015 course that I’m taking. In this module, we will address formal and informal assessment. We will also define authentic assessment. We will talk about the different options for assessment and some of the benefits and disadvantages of the options. For anyone who has been following me for a while, you may know that I have conducted a great deal of research on assessment. Some of this research was conducted during my doctoral program. However, assessment has become a bigger issue for universities worldwide as the assessment agencies in higher education demand proof of learning outcomes. I have been actively involved in the assessment process for the school of business at Point Park University. One of the biggest challenges with assessment is the misconception of what assessment is. All courses (regardless of format – F2F, hybrid/blended, or online) must have assessment to ensure that the students are meeting the objectives. An instructor should make connections between the learning objectives, course activities and selection of tools to accomplish the tasks (Riley, et al, 2014). In each module, instructors must ensure that students are learning. Students often learn more when they can see practical application in the lessons. Additionally, allowing students revise assignments (after instructor feedback) for improvement, can be helpful for ensuring that they are meeting the objectives. One of the most common assessment tools online is the use of multiple choice exams. These exams are easy and quick to grade, however, the use of online exams can allow students the opportunity to cheat (unlike exams in the classroom where professors are watching the students take the exam). If the course is hybrid or blended, creating non-graded practice exams can be helpful for student’s performance on an in-class graded exam (Walker et al, 2014). There are two major types of assessments: Formal and Informal. Formal Assessments may include: Quizzes/Tests (easy to grade) When offering tests online, I suggest using randomization of test items. Additionally, put a time limit on the exam. Establishing rules for the assessment (must be completed in one setting, etc…) is essential. Although these rules will not guarantee that students will not cheat, it will make it more difficult. Another option for online exams is to create more scenario based questions (rather than the factual questions that are often included in the instructor materials). Other options include requiring students to view a chart/graph and select the most accurate interpretation or collaborate with classmates about selection and justification of answer). Another option in formal assessment is essays. These are more subjective and require more time to grade. Discussions could occur in the Discussion Board, Essay exam (assessment tool), or Essay/Paper (Assignment) tool. Projects are another option for direct assessment. Authentic assessment requires “assessing student abilities to apply knowledge, skills, and attitudes to real world problems” (BlendKit2015). There are so many different types of assessment strategies including: • Text-based • Essay • Glossary • Manual creation • Technical writing • Reflection • Web page/Website (or blog) • Presentation • Audio • Video The correct assessment strategy is often determined by the type of class that you are teaching and the discipline that you are teaching it in. Whatever you choose, you must have a method to evaluate the students work (grading rubric). Students need to know your expectations for each of their assignments. You will want to include pertinent information such as the assignment, learning objective, due dates, resources needed to complete it, expectations (length, # sources), participation requirement (individual or group), process (how it will be turned in, if there will be peer review – how peers will review) and grading criteria (BlendKit 2015). Informal assessments are a key way to make a quality course. These types of assessments help the instructor gauge student learning. Non-graded practice exams or self-tests are an example. Collecting anonymous input from students during and after the course can be helpful when revising the course. Another type of activity that can be used in an online course is “the one-sentence summary” (BlendKit2015). Personally, I have never heard of this activity. This activity is designed to demonstrate whether students were able to synthesize the objective. Students answer 7 questions separately (Who, Does What? To Whom (or What? When? Where? How and Why? Then, students put this together in one sentence. In a business class, this could be an activity that students complete in a discussion forum after reading a case study. You can require students to read and respond to peers. Another unique activity for students is allowing them to create test questions. In BlendKit2015, the authors suggest allowing students to create 3-5 questions. In the assignment, the instructor will agree to use a certain number of questions on the actual test. This allows the instructor to see what the students feel are the most important content. The instructor can then address areas that the students did not cover in test questions (but the instructor feels are important for the course). Regardless which method(s) that you use to assess, it is important to use assessment to determine if the student is meeting the course objectives. When instructors see a gap between what the students have learned and what they need to learn, the instructor has the opportunity to “fix” the issue. For example, an instructor may create video explanations or examples online to help students to solidify an idea or concept. Stay tuned for Week 4’s feedback on BlendKit2015. I highly recommend this MOOC for anyone currently teaching online or hybrid/blended. It is a great summary of pertinent information.

An exploration of models for blended (hybrid) courses & debate over asynchronous and synchronous

My journey in my Blended Learning MOOC course continues.

In my second week, I read about research that indicates that many younger students prefer an appropriate balance of technology and face to face contact with faculty (referring to a National Survey of Student Engagement from 2007).  Although I agree with this statement, I’m not convinced that adult students would not prefer the same thing.  I think that all students benefit from a combination of instruction because each students learning style is different.  From my personal experience, I have had students that barely said a word in class, however, they produced excellent scholarly discussion online.  I’ve also had students that did not ask questions in class but watched video clips many times for specific lessons.  Therefore, my conclusion is that a blended approach can be beneficial for all students.

I am currently the coordinator for online education for the school of business at Point Park University.  I have done extensive research on online learning.  I have found that there are multiple ways that online courses can be developed.  Some online courses (although few in higher education – due to accreditation standards) offer minimal guidance in learning.  In our online courses, we recognize the importance of faculty and peer interaction.  However, I can see how many MOOCs must be more loosely guided learning due to the significant number of students enrolled.

John Seely Brown created the atelier model (as discussed in BlendKit2015).  In this approach, students are not limited to just the expertise of the professor.  The students can guide, direct and influence each other.  In my courses, this would be our discussion board.  It is led by the professor.  However, peers are required to read and respond to one another.  Often times, the students go above and beyond the minimum requirements.

The next model discussed in BlendKit2015 is the Network Administrator which was developed by Clarence Fisher.  In this model, the teacher acts as the network administrator.  The primary purpose of the professor in this model is to assist students with creating connections and learning networks.

The following model discussed in BlendKit2015 is Concierge Learning crated by Curtis Bonk.  In this model, the teacher acts as a “concierge”.  They provide soft guidance providing both lectures (at times) and letting the student explore (at other times).  This model is the shift from prescribed learning to more student driven learning.

Curatorial Learning (Siemens, 2007) allows the professor to serve as the expert learning.  Rather than “dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected”.

As you can see, there are numerous models regarding different methods of teaching.

One of the best things that I learned in this lesson was the suggestion to allow students to state their own expectations for the course.  In this assignment (that could be completed by a threaded discussion or wiki) students review the syllabus and then write about what they would like to get out of the course and how the material could help them achieve their goals.

Another suggestion is to allow students to talk about themselves.  In all of my hybrid and online courses, I have an initial discussion board that allows students to introduce themselves to the class and begin interaction.  This is very similar to what would occur in an initial class meeting face to face.

There was also a good debate over asynchronous and synchronous activities.  In asynchronous activities, students have the opportunity to ponder the information (and conduct research) before responding.  However, many students feel disconnected.  Many students will discontinue participating or drop out of classes that they do not feel connected to.  In synchronous learning, there is a sense of community.  However, in online education, many adult students are taking the class due to their hectic schedules.  Therefore, requiring participation at a particular time can be difficult.  Additionally, students online can be from around the world.  Therefore, there could be time zone differences.

So far, we acknowledge that courses can be taught using several different models and can be delivered asynchronous and synchronous.  Regardless, what delivery format, this course encourages students to express themselves.  This can be to the instructor, peers, experts, employers, or public.  By allowing students to express themselves, students should begin to make their case and answer follow up questions.  This type of experience can help students prepare for interviews or work experiences.  So, we have to determine how we are going to have our students express themselves.  This must be determined when designing the course.  A faculty member should look at the course objectives and ask themselves what the best way to achieve the objective (discussion, blog, ePortfolio, podcast, vodcast, wiki, etc…).  If the course is online, it is important to consider what type of technology that you are going to require you students to have.  For example, if you are going to ask students to submit a vodcast, the student must have access to a video camera and a way to upload it.

Some other good advice for all courses that BlendKit 2015 provided was:

Provide students with clear instructions regarding assignments, policies and procedures.  You may also want to consider providing students with a sample of work so the students can understand what you consider a good assignment.

In the U.S., we must consider the FERPA (Family Educational Rights and Privacy Act).  This can have an influence on the course design and assignments.

Stay tuned for more suggestions on blended (hybrid) and online education.

Education - the key a successful course

I've been teaching for over a decade.  I've also had my share of experience with education from a student perspective.  All of my experience has led me to concluding the key to a successful course is proper course planning. 

I believe that an instructor should:
1) Review the course description
2) Review the course objectives
3) Create an outline (a course map) where you look at the each of course goals individually.  Then you create an objective (that is measurable) for what you are trying to accomplish and determine the learning outcome(s)
4) Next, you determine the best method for delivery method (s) - (with technology - we can use online as a supplement or completely deliver the course online).  You should not use technology just for the sake of using it.  Technology should be used to enhance the educational experience.

If you are using a hybrid or blending learning design, you may want to create a Venn Diagram where you show what you are going to accomplish face to face, what you are going to accomplish both face to face and online, and what you are going to accomplish completely online.

Although it is time consuming to complete a detailed course map and Venn Diagram, I believe that a great class is well designed and thought out.

I will continue to document my journey through my MOOC - BlendKit2015.  Stay tuned for more helpful hints.

My first MOOC - Blendkit 2015 (tips for hybrid courses)

After hearing about MOOCs for the past several years (and the fear that a MOOC could have a negative effect on college enrollment), I finally decided to explore and see what is out there.  I began my first MOOC - Blendkit 2015 (Blended Learning Toolkit) over the past week.  As a university professor, we are offering more courses in different formats and I wanted to explore to see what may be the most effective.

The following are notes from "Understanding Blended Learning" 2nd edition edited by Kelvin Thompson (Chapter 1) Blended Learning Toolkit:

This course is designed for someone creating what I refer to as a hybrid course - and they refer to it as "Blended Learning".  Although the terminology may differ, the concept is the same.  They are courses that meet both face to face and online.

When we first started offering classes in a hybrid format (about a decade ago), I began to wonder if a hybrid course could be as effective as a traditional 15 week format course.  After gathering data for approximately 10 years, I believe that they are effective.  A quote from this course - from the U.S Department of Education's (2010) Evaluation of Evidence-Based Practices in Online Learning:  A Meta-Analysis and Review of Online Studies found "Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to face instruction" (p. xiv) and "Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction" (p. xv).  Therefore, the research supported my hypothesis that hybrid education can be effective.

The challenge becomes - how do you create the most effective blended learning course?  Too many instructors try to simply add an online component to their face to face course.  This is not the most effective way.  According to McGee and Reis (2012) as quoted in the course, clearly defining the course objectives before coming up with the activities, assignments and assessments is key to a successful course.

Carman (2002) lists five elements that they call key "ingredients" for blended courses:
1) Live events - instructor led lectures, video conferences, synchronous chats etc..
2) Self paced learning - tutorials or other activities that  the students completes on their own
3) Collaboration - i.e. email, threaded discussions, wikis
4) Assessment - measurement of learning (test, quiz, grades, narrative feedback, portfolio evaluations, etc...
5) Support Material - reference manuals, FAQ, summaries, etc..

Online courses or online materials can be an excellent supplement for courses (even those that are traditional face to face). 

The key to any good online or hybrid course is the careful planning of each of the modules. 

Technology should not be used merely to use it.  Technology should be used to enhance a course.

Follow my blog as I document my journey through this course!

Google Glass visits Bethel Park Soccer & Coaching possibilities for Glass

On Saturday, I had the opportunity to take my Google Glass to the Bethel Park 5th/6th grade soccer game at Neil Armstrong Middle School.  Like many places I go, people are interested in finding out more about Google Glass and the features.  I was able to take some photos by blinking my eye and recording video with just a tap to the glasses.

As I was there, I was thinking about all of the possibilities of training with this technology.  A coach could wear the Google Glass and record tutorials without using their hands and upload them.  A coach could also record a game with audio and use it as a way to reflect upon what they saw from the sidelines and show it to the players as a development tool.