Hybrid Learning Meets Web 2.0: (re)designing a Hybrid Course with Emerging Technologies for Today’s Learner Veronica Diaz, PhDAssociate Director, EDUCAUSE Learning Initiative, EDUCAUSE

Sloan-C Blended Conference and WorkshopChicago, IL :: April 2010

http://www.slideshare.net/drvdiaz/blend10-presentation

Hybrid Learning Meets Web 2.0: (re)Designing a

Hybrid Course with Emerging Technologies

for Today’s Learner

Hybrid Learning Meets Web 2.0: (re)Designing a

Hybrid Course with Emerging Technologies

for Today’s Learner

Hybrid Learning Meets Web 2.0: (re)Designing a

Hybrid Course with Emerging Technologies

for Today’s Learner

Hybrid Learning Meets Web 2.0: (re)Designing a

Hybrid Course with Emerging Technologies

for Today’s Learner

TODAY’S LEARNERHybrid Learning Meets Web 2.0

OUR INSTITUTION COLLECTS DATA ON…

• Student computer/device/technology ownership

• Student technology skills

• How students like to learn with technology

• Students’ preferences for amount of IT in courses

• Students and specific emerging technologies, like

mobile technology

ECAR Study of Undergraduate Students and Information Technology: 2009

ECAR Study of Undergraduate Students and Information Technology: 2008

Blended Learning and Today’s Learner

• A good match for student’s visual, exploratory, participative learning preferences

• Opportunities for improved student engagement and achievement

MAKING THE CASE FOR EMERGING TECHNOLOGY

Hybrid Learning Meets Web 2.0

WHICH ARE THE MOST POPULAR WEB 2.0 TECHNOLOGIES IN USE AT YOUR INSTITUTION

1. Social networking sites 2. Video 3. Podcasting 4. Blogs5. Wikis6. Social bookmarking7. Document sharing8. Backchannel

WHAT PERCENTAGE OF YOUR STUDENTS ARE ACTIVE IN USING WEB 2.0 TOOLS?

1-2%

2-5%

5-10%

10-15%

15% +

Technology Adoption Lifecyclehttp://techticker.net/2008/06/06/technology-adoption-lifecycle/

Tool Characteristics

Tool Characteristics

Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg

Mapping Web 2.0 to 21st Century Skills

• Active engagement• Knowledge creation • Independent learning • Reflection • Innovation

Partnership for 21st Century Skills. (2008). 21st Century Skills, Education & Competitiveness: A Resource and Policy Guide. Available at http://www.21stcenturyskills.org/documents/21st_century_skills_education_and_competitiveness_guide.pdf

WEB 2.0 CLASSIFICATIONSCommunicative

To share ideas, information, and creations

• Blogs• Audioblogs• Videoblogs• IM-type tools• Podcasts• Webcams

Collaborative To work with others for a specific purpose in a shared work area

• Editing/writing tools• Virtual communities of practice • Wikis

Documentative

To collect and/or present evidence of experiences, thinking over time, productions, etc.

• Blogs• Videoblogs• E-portfolios

Generative To create something new that can be seen and/or used by others

• Mashups• VCOPs• Virtual Learning Worlds

Interactive To exchange information, ideas, resources, materials

• Social bookmarking• Virtual communities of practice • Virtual Learning Worlds

Source: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Source: http://www.c4lpt.co.uk/Directory/index.html

http://ablendedmaricopa.pbworks.com/Teaching-and-Learning-with-Technology-Summary

MICHAEL WESCH: MEDIATED CULTURES COURSE SITE

Web 2.0 Tool Videos

• Blogs• Wikis• Social bookmarking• Social networking• Social media

• RSS• Podcasting• Web searches• Google Docs• Google Reader

REENGINEERING THE COURSEHybrid Learning Meets Web 2.0

BLENDED LEARNING PROCESS NCAT Successful Course

Redesign Principles 1. Redesign the whole course.

2. Encourage active learning.

3. Provide students with individualized assistance.

4. Build in ongoing assessment and prompt (automated) feedback.

5. Ensure sufficient time on task and monitor student progress.

Redesign Work

• Defining the blend (as an instructor and as an institution)

• Rethinking how to use class time• Rethinking how to facilitate

online interaction• Learning more about technology• Need to budget time, and start

redesign• Experiencing being a student is

extremely valuable

Redesign Work

• Defining the blend (as an instructor and as an institution)

• Rethinking how to use class time• Rethinking how to facilitate

online interaction

• Learning more about technology

• Need to budget time, and start redesign

• Experiencing being a student is extremely valuable

Quality Assurance & Alignment• Quality Matters standards and alignment:

– Course Overview and Introduction– Learning Objectives – Assessment and Measurement– Resources and Materials– Learner Interaction– Course Technology– Learner Support– ADA Compliance

– http://www.qualitymatters.org

• Other Quality Assurance Rubrics

Alignment of Key

Components

Technology: enriching instruction and learner interactivity

• The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments.

• The tools and media enhance student interactivity and guide the student to become a more active learner.

• Technologies required for this course are either provided or easily downloadable.

• The tools and media are compatible with existing standards of delivery modes.

• Instructions on how to access resources at a distance are sufficient and easy to understand.

• Course technologies take advantage of existing economies and efficiencies of delivery.

SUPPORTING THE FACULTY WITH EMERGING TECHNOLOGY

Hybrid Learning Meets Web 2.0

IS YOUR INSTITUTION SURVEYING THE LEARNING TECHNOLOGY TOOLS THE FACULTY IS USING?

1. Yes2. No

OUR INSTITUTION IS SUPPORTING WEB 2.0 THROUGH FACULTY DEVELOPMENT EFFORTS

1. Yes2. No

Web 2.0 Institutional Support

Within the institutionLess, but most

popular/common toolsTool selection

Out of the institutionSupporting Web 2.0

with Web 2.0ish support

A Network of Support • Web 2.0 Tool guides

– http://elearningtools.wetpaint.com/?t=anon

– http://web20-toolkit.wetpaint.com/

– http://c4lpt.co.uk/Directory/

• Emerging Technologies and Practices– http://www.educause.edu//Eme

rgingPracticesandLearningTechnologies/5673

Maricopa’s Web 2.0 Faculty Development Series

Doing Innovation Right

Stages of Innovation 1. Experimentation2. Extension and transition3. Standardization of support 4. Integration into curriculum5. Diffusion

Tips & Tricks • Data collection throughout• Communication with

campus community • Work with innovative

culture segment • Strong connection to

curriculum and disciplines • Robust support for the

faculty and students

Emerging Technology Challenges

• The technology-adoption cycle

• Lack of integrated technology tools

• Learners’ changing expectations

• Institutional changes to technology commitments

Web 2.0 and Affordances with Students

• Students are more comfortable with and have a tolerance for “figuring” out the technology

• Students can deal with trial and error approach to use and change in general

• Students have a broad exposure to a variety of different tools

Selecting and Implementing Emerging Technologies

• Know who/where you are and who/where you want to be [roadmap]

• Know your students

• Know your challenges [support]

• Treat technology as a means and an end [don’t OD on IT]

• Collect and USE data, data, data

• Support what you implement, and implement what you are able to support

Implementation Best Practices

• Ongoing institutional commitment to the redesign

• Initial and ongoing faculty consensus

• Support instructors, and other support staff

• Technological infrastructure

• Quality assurance: peer review

• Faculty disciplinary communities of practice

Supporting the Faculty

• Release time: 1-2 semesters

• Role models and examples

• Learning technologies• Disciplinary

communities of practice

• Technology has added a layer of “policing”

• New learning environment is rich in and out of classroom

• Intellectual property issues

Supporting the Faculty

• Release time: 1-2 semesters

• Role models and examples

• Learning technologies• Disciplinary

communities of practice

• Technology has added a layer of “policing”

• New learning environment is rich in and out of classroom

• Intellectual property issues

TECHNOLOGY AND THE CHALLENGES AND CHOICES?

Access What technologies increase access?

Accountability What technologies can document student progress?

Assessment What strategies can capture successful learning and application?

Retention What technologies make life easier, better, more satisfying?

DEEP THOUGHTS…

• How will you ensure that your hybrid courses and corresponding technology use is of high quality?

• What organizational strategies are needed to support course redesign, innovation, and new technologies?

• How will you support students in the use of technology?

• How will you support innovation in instruction?

• How will you diffuse the innovation of innovators and early adopters to other faculty members?

http://www.educause.edu/blendedlearning

CONTACT

Veronica M. Diaz, PhDAssociate DirectorEDUCAUSE Learning InitiativeEDUCAUSEvdiaz@educause.edu

Copyright Diaz, 2010. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.