Background Alternatives to blending Assessment of the alternatives Policy implications Conclusion.
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Transcript of Background Alternatives to blending Assessment of the alternatives Policy implications Conclusion.
![Page 1: Background Alternatives to blending Assessment of the alternatives Policy implications Conclusion.](https://reader031.fdocuments.us/reader031/viewer/2022020803/551b70da550346a6148b4f40/html5/thumbnails/1.jpg)
• Background• Alternatives to blending • Assessment of the alternatives • Policy implications• Conclusion
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Alternative 1. Status quo – Primarily focus on addressing issues of access
and convenience– based on individual faculty, unit initiatives
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Alternative 2. Enhancing blends– adds on– for example continue to teach as in
alternative one above but add an optional discussion board
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Alternative 3. Transformative blends– a transformative process directed toward
improving the quality of the educational experience
– overall institutional initiative – capitalize on the potential of BL for engagement
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• Criteria used
– economic criteria
– equity criteria
– Administrative criteria
– Political criteria
Measure 0= not satisfied, 1= satisfied
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Measure Yes = 1, no = 0
Alternatives
1 2 3
Will the alternative increase accessibility 1 1 1
Offer equal opportunity to benefit? 0 0 1
Increase flexibility? 0 0 1
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Measure Yes = 1, no = 0
Alternatives
1 2 3
Acceptability 1 0 1Responsiveness 0 0 1Appropriate 0 0 1Ethical Issues 1 1 1
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Measure Yes = 1, no = 0
Alternative
1 2 3
Clarity of goal 1 0 1Commitment to serve 1 1 1Capacity to implement 1 1 0
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1=yes,0=no
Political criteria
Equity criteria
Admin criteria
Total points
Alternative 1 2 1 3 *60%
Alternative 2 2 1 2 *50%
Alternative 3 4 3 2 *90%
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• Administrators – How to determine the fit of blended learning
within the stated goals and priorities of the institution.
– How to set time lines, and accountabilities for implementation.
– How to establish appropriate ownership of intellectual property in a blended learning environment.
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• How about tuition and fee structure for a blended leaning course
• How to collaborate with other departments, units• Finally, how to establish guidelines for approval of a
blended learning course.
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• Faculty – Compensation and workload issues – BL development incentive – Faculty development and training
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• Student– Learners support would be needed for the
online component – How do we orientate, and support learners in
using technology in blended courses. – Particular attention to international, and First
Nations communities
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• It is cost effective (Means, 2010)• satisfied all our criteria and • has the potential to transform the teaching and
learning experience of the University (Garrison and Vaughan, 2010).