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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
The NGLC & Online Learning:A Report on Selected ProjectsThe NGLC & Online Learning:A Report on Selected Projects
Alexandra M. Pickett, and William Pelz The SUNY SLN "Catch-up and Complete" Enhanced Blended Learning
Initiative
Thomas B. Cavanagh Expanding Blended Learning Through Tools and Campus Programs: A
UCF/AASCU Project
Steve Ritter The Mathematics Fluency Data Collaborative
Peter Shea – University at Albany, SUNY, Moderator
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Next Generation Learning
Challenges
Next Generation Learning
Challenges…is a collaborative, multi-year initiative created to address the barriers to education innovation and tap the potential of technology to dramatically improve college readiness completion in the United States.
http://nextgenlearning.org/the-program
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
NGLC PartnersNGLC Partners•EDUCAUSE•League for Innovation in the Community College•International Association of k-12 Online Learning (iNACOL)•Council of Chief State School Officers (CCSSO)
Funding is being provided by the Bill and Melinda Gates Foundation & The William and Flora
Hewlett Foundation.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Wave I ChallengesWave I Challenges•Open Core Courseware•Blended Learning•Deeper Learning•Learner Analytics
http://nextgenlearning.org/the-grants/wave-1-challenges
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Learn moreLearn more
http://nextgenlearning.org/
@NextGenLC#nglc
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
The SUNY SLN "Catch-up and Complete" Enhanced
Blended Learning Initiative
The SUNY SLN "Catch-up and Complete" Enhanced
Blended Learning Initiative
The SUNY Learning Network
http://nextgenlearning.org/the-grants/wave-I-winners#34
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
The ResearchThe ResearchInitial plan: Experimental Design with random assignment to treatmentgroups
Mean’s and her colleagues (2009) reported that learners in blendedconditions outperformed students in classrooms and online
Support for self-regulation onlin also found to be effective – these findings shaped the “treatment” in SLN Catch Up and Complete
Students in blended learning conditions with other supports would be Experimental group
Students in classrooms would be control group
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
• Very few students would consent to participate.• They didn’t want to be “assigned” to anything –
they wanted to choose.• Makes sense…• So, we changed the design to remove random
assignment.
The ResearchThe Research
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
• Many researchers complain about lack of experimental research in this area.
• Now we know why its so uncommon.• Blended learning is about choice – experimental
research undermines the “treatment”.• Not a compatible research design.
The ResearchThe Research
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Herkimer County Community College
Herkimer County Community College
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
HCCC Students…HCCC Students…•5% single parent•46% work full or part time•60% female•65% plan to transfer•59% take at least 1 online course•30 yrs. - Average age of online only students•19 yrs. - Average age of campus only students
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
HCCC Internet Academy…HCCC Internet Academy…
•…has offered totally online 2-year Associate Degree programs since 1999.•…currently offers eighteen 2-year degree programs totally online.•…offers three 1-year certificates totally online.
–Medical Coding is a 1-year certificate that is only available online.
•75% of HCCC’s full-time faculty teach 1 or more online courses.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Blended Programs & CoursesBlended Programs & Courses•HCCC offers a total of forty 2-year Associate Degree programs. All of them can be completed at least partially online- so they can all be considered “blended programs”.
•However, HCCC has not been aggressive in offering blended courses. The NGLC grant has provided us the opportunity to blend every course required for the Business Admin- AAS degree program.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
NGLC Grant Benefits to HCCCNGLC Grant Benefits to HCCC•Professional Development:
–12 seasoned online instructors are developing 16 new blended courses
•2-day workshop with Tanya Joosten•1-day workshop with Alejandra Pickett
•New Student Service Resources–Starfish–SmartThinking–SUNY SLN Commons / Social Network–Open Course Library / other digital resources
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Benefits continued…Benefits continued…•Blended Program: Business Administration AAS
–All required courses and Developmental Math.–Of great benefit to working students, students living off campus, and students who do not benefit from totally online courses.
•Collaboration with other institutions: –SUNY Albany–SUNY Learning Network–Finger Lakes Community College
•A research project on campus adds to a collegiate atmosphere
–Faculty and student awareness.–Contribution to the knowledge collective.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Learn moreLearn more
http://wiki.sln.suny.edu/x/IQN4http://wiki.sln.suny.edu/x/PgOP
[email protected]@HERKIMER.EDU
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Expanding Blended Learning Through Tools and Campus Programs
Expanding Blended Learning Through Tools and Campus Programs
A UCF/AASCU Project
http://nextgenlearning.org/the-grants/wave-I-winners#41
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Project OverviewProject Overview•Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems.
•Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income).
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Blended Learning at UCFBlended Learning at UCF
Blended Learning 2009-2010 Academic
Year
Totals since 2002
Sections 681 5,031
Registrations 24,241 160,860
Student Credit Hours (SCH)
70,438 476,823
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Course Evaluation RatingsCourse Evaluation Ratings
Course Modality % Overall “Excellent”
Blended 51.2%
Fully Online 48.3%
Face to Face 48.2%
Lecture Capture (with classroom) 43.4%
Lecture Capture (no classroom) 41.6%
N = 672,185
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Student Success Rates by Modality
Student Success Rates by Modality
Pe
rce
nt
Spring 09 Summer 09 Fall 09 Spring 10 Summer 10
F2F (n=618,899)
Blended (n=39,021)
Fully Online (n=109,421)
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Scale UCF Model of Blended Learning
Scale UCF Model of Blended Learning
•Across 20 AASCU institutions & 11 states
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
PartnersPartnersIndividual Institutions State Coordinating
InstitutionsState Participating Institutions
Columbus State University Missouri Harris-Stowe State University
Fayetteville State University
Southeast Missouri State University
Lincoln University of Missouri
Grambling State University Missouri Southern State University
Northwestern State University (LA) Missouri State University
Indiana University Kokomo University of Missouri-St. Louis
Texas A&M University-Corpus Christi
Alabama University of North Alabama
The College at Brockport, State University of New York
Troy University University of South Alabama
Thomas Edison State College Minnesota St. Cloud State University
University of Maine at Fort Kent Winona State University
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Project OverviewProject Overview
• An open educational resource (OER)
Blended Learning Toolkit containing:–Best practices, strategies, models, and course design
principles.
–Two OER prototype courses in Composition and Algebra.
–Directions for applying the toolkit to create original blended courses.
–Train-the-trainer materials.
–Assessment and data collection protocols, including survey instruments and standards.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Project OverviewProject Overview
• Virtual and in-person workshops for participating institutions and others within the AASCU membership.
• Institutional support through existing AASCU meetings and conferences, which will align ongoing activities in technology and educational transformation with NGLC’s goals.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Project Overview (key measures)
Project Overview (key measures)
• 217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185).
• Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500).
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Original Delivery Plan by Discipline
Original Delivery Plan by Discipline
Discipline Fall 2011 Winter/Spring 2012 Totals
Mathematics (Algebra) Sections 23 23 46Mathematics (Other) Sections 8 8 16English (Composition) Sections 48 38 86English (Other) Sections 8 15 23Miscellaneous Sections 25 21 46TOTALS 112 105 217
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Management StructureManagement Structure
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
CompositionComposition• Coordinators: Elizabeth Wardle & Debbie Weaver
–English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process.
–“Flexible Template” model• Prix Fixe or A la carte
–6-week online course for participating faculty to understand the blended format applied to the WAW curriculum.
–Monthly webinars starting in Fall.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
AlgebraAlgebra• Coordinator: Tammy Muhs
–College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations.
–“Flexible Template” will allow for individualized customization.
–One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum.
–Monthly webinars starting in Fall.
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
AssessmentAssessment•Coordinator: Patsy Moskal
• IRB consultation
•Assessment / Data Collection–Planned centralized online form
• Student perception • Student success• Course retention/withdrawal
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Blended Learning ToolkitBlended Learning Toolkit
Now available: www.blendedlearningtoolkit.org
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Follow Along…Follow Along…
@tbcavanagh
@Blendkit
@BlendKit2011
www.blendedlearningtoolkit.org
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Mathematics Fluency Data Collaborative
Mathematics Fluency Data Collaborative
Carnegie Learning
Steve Ritter
http://nextgenlearning.org/the-grants/wave-I-winners#8
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
MFDC PartnersMFDC Partners• Implementation
– Carnegie Learning– Derek Lomas (Playpower)
• Design– Jan Plass (NYU Games for Learning Institute)– Tiffany Barnes (UNCCGame2Learn)
• Testing and analysis– John Stamper (CMU Pittsburgh Science of Learning
Center)– Mary Monroe-Ellis (Pellissippi State Community
College)– Margaret McLaughlin (Carlow College)– SBCTC– Boise State
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Procedural FluencyProcedural Fluency
• How do you know?
Which is greater: 14
117
or
Which is greater: 3
8
7
12or
Which is greater: 3
4
8
9or
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
ResearchResearch• Siegler (1999): good, no-so-good, perfectionists
– Strategy selection (common numerator, complement, benchmark)
– Perfectionists need time pressure– Number sense
• Need to prevent shallow learning
Which is greater: 14
117
or
If numerator is 1, smaller denominator is bigger
If numerator is 1, smaller denominator is bigger
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Race gameRace game
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Race game: Snowboard skinRace game: Snowboard skin
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Results from Week 1Results from Week 1
Number correct Percent correct
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Measuring LearningMeasuring LearningImprovement within game is not enough
•Transfer– To different game, same concepts– To cognitive tutor (problem solving)– To external measures (tests)
•Retention
•Accelerated Future Learning
•Desire for Future Learning
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
Join usJoin uswww.fluencychallenges.org
mathseries.carnegielearning.com
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ALN 2011 PanelThe NGLC & Online Learning: A Report on Selected ProjectsALN 2011 PanelThe NGLC & Online Learning: A Report on Selected Projects
QuestionsQuestions•Peter SheaAssociate Professor, School of Education & the College of Computing & Information at the University at Albany & SLN Senior Researcher
•Alexandra M. Pickett - Associate Director, SUNY Learning Network
•William Pelz - Professor of Psychology at Herkimer County Community College
•Thomas Cavanagh Assistant Vice President of Distributed Learning at the University of Central Florida
•Steve Ritter - Founder and Chief Scientist, Carnegie Learning