Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...
Evolution of the blended learning environment
1. Our story:
Evolution of blended learning
environment
Sharon Hu, Instructional Designer
Natasha Boskic, Senior Manager, Learning Design
University of British Columbia
17. 4. Comply with Faculty of
Education’s strategic plan:
Deliver enriching and relevant programs that
prepare students for educational practices
within teaching professions and the community-
at-large, and for educational leadership locally,
nationally, and internationally.
http://educ.ubc.ca/community/strategic-plan
18. With these guiding principles in
mind, we use the ADDIE process.
Analysis
Design
Development
Implementation
Evaluation
19. A D D I E
• Who are the learners and what
are their characteristics?
• Is it feasible?
• Environment scan of available
technology
20. A D D I E
• With this change, what is
gained/lost in communication
and relationships?
21. A D D I E
• What kind of activities we can
create and support?
• How ready is an instructor to
change his/her practice?
22. A D D I E
• Figuring out the cost/logistics
• Create prototype
23. A D D I E
• What does the change bring to
teaching and learning?
• What kind of
interaction/engagement we
would like to achieve?
24. A D D I E
• Construction of the
environment
• Realizing the limitations and
opportunities and using the
best choices
25. A D D I E
• Training for students,
instructors, and support staff
• Gather information for best
practices
26. A D D I E
• Troubleshooting, but also
observing and providing
feedback and suggestions on
class dynamics
27. A D D I E
• Gather information for best
practices.
• When are they engaged the
most?
• What works?
28. A D D I E
• Formative – tweak the delivery
method as the course/program
continues, the best set-up, the
most compatible equipment
depending on the instructor’s
style, course content, activities.
29. A D D I E
• Summative – end of course
student surveys, interview with
instructors, and with
administrators: cost-benefit
analysis
32. Lecture capture
A D D I E
• Minimal technical knowledge and
learning curve
• Captured the classroom dynamics
33. Lecture capture
A D D I E
• Minimal change to instructor’s
practice
• Minimal change to students’
study practice
• Transcription is available
34. Lecture capture
A D D I E
• Unclear text
• Long recording and post-editing
• Live session means more
chances of things “go wrong”
• Long video clip, may result in
cognitive overload
35. A D D I E
• Lecture Capture
• Synchronous learning
36. Lecture capture
A D D I E
?
• Unclear text
• Long recording and post-editing
• Live session means more
chances of things “go wrong”
• Long video clip, may result in
cognitive overload
38. Voice over PowerPoint
A D D I E
• Content is editable
• Content is high resolution
• Content is in digestible chunks
• Instructor is speaking directly
to the viewers
39. Voice over PowerPoint
A D D I E
• Relies heavily on the the
speaker’s ability to use the
medium effectively
• Can feel a bit sterile, and
lacking the human elements
40. Voice over PowerPoint
A D D I E
• Content limited to whatever is
on the PowerPoint slide
41. A D D I E
• Lecture Capture
• Synchronous learning
42. Voice over PowerPoint
A D D I E
?
• Medium not used effectively
• Content felt a bit sterile
• Content limited to the Powerpoint
slides
44. Screen capture lecture
A D D I E
• Quick turn-around with minimal
editing
• The added visual gives the
recordings a human touch
45. Screen capture lecture
A D D I E
• Build in breaks, discussion point
prompts
• Content can include websites,
YouTube videos, or specialized
software
50. SmartBoard lecture capture
A D D I E
• Maintaining the ability to modify
content
• Preserving the natural flow and
movement of a face-to-face
session
51. SmartBoard lecture capture
A D D I E
• Isolated learning with no direct
feedback peer-peer/peer-
instructor
• Discussion is separated from the
video content
52. A D D I E
• Lecture Capture
• Synchronous learning
53. SmartBoard lecture capture
A D D I E
?
• Isolated learning
• Discussion is separated from
the video content
55. Collaborative annotation
A D D I E
• Adds a social layer to the
teaching/learning process
• Discussion is integrated with the
video
• Platform is programmed to be
mobile friendly
External forces: Federal government funding cuts, resulting in competition for students Better/faster/stronger infrastructure and software: Higher speed internet, appropriate hardware, robust software Access to technology: more people have access to high speed internet/ hardware How is the Faculty of Education responding to these changes?
By incorporating hybrid components into the courses
Flexibility of synchronous – learn at your own time/ review as many times as needed / cater to different types of learners (tactile based, audio based, visual based – reading transcript) Personal touch of f2f
Tried and tested hardware and software, and well researched best practices.
More than increase student enrollment, whether a specialized program is offered depends on the number of students
Traditional definition of blended: f2f real time plus online Newer definition: mixing media and methods of delivery McSporran & King (2002)
The real-time online instruction can take place through web conference, video conference, or a combination of both
This has been a very fast paced change. How our practice has changed over the last 3 years
More recently, campus-wide initiative to create an online course shell for every credit course. Reasons for this initiative: Area to continue discussion after the class - enhancing the learning experience - to expand the classroom environment from physical to virtual and enable dipping into common resources (such as library, media and so on). Upgrading general knowledge of and comfort level with technology – introducing the use of LMS/synchronous meeting format to faculty/students. Our TEO students – leaders in the classrooms.
How do we respond to this this increase in hybrid environments? Need for more personnel (Contractors, GAAS, additional permanent staff) Our support model had evolved to include: Training additional support staff, orientation for instructors, students; provide drop in sessions & workshops How do we keep up? Keep up with ed tech innovation/best practices Make senior administrators aware of the demands and requirements Investing in internal infrastructure: upgrading meeting rooms, equipment, repurpose existing equipment, collaborating with other units
We have the 4 guiding principles when developing new hybrid programs or courses
Build capacity. General knowledge and awareness of teaching/learning trends. And build specific skills of setting up, navigating, and facilitating in this new space.
When we incorporated the hybrid model, we used the ADDIE process, developed by Florida State University. Let us go through our development process. We will show you the evolution of the online course content we use in our hybrid courses, as well as demonstrate our rationale behind the changes.
Who are the learners and what are their characteristics? Live class with undergrad students (“lectured to”) but the video clips were part of a grad course, the videos are meant to be discussion points (more than just lectures). Is it feasible? – internet connection Environment scan of available technology – for capturing and delivering
It’s very important to sit down with the instructors in this stage to make sure the environment is sustainable, that adequate support and training are in place. Ideally, as Dr. Bates mentioned in the keynote this morning, “training of all instructor should be systematic and compulsory”.
Prior to the start of the course, training should be provided to students, instructors, and support staff to use the new technology (hands-on workshop/tutorials, screen capture videos, etc) Once the course has started, gather information for best practices
As the course continues, provide trouble shooting and observe and provide feedback and suggestions.
In 2009, An instructor was leaving UBC, he wanted to captured the sessions he was going to teach live for the last time, so the clips can be used as course content in future online courses.
What we came up with is recording a live session
Minimal change to instructor’s practice (still teaching f2f) Minimal change to students’ study practice (read – discuss / watch – discuss) Transcription is available (for students who can benefit from review the words)
Unclear text Long recording and post-editing Live session means more chances of things “go wrong” – was it really necessary to have Brent on the camera when he is not speaking to the viewer? Disconnected from the instructor. Long video clip, may result in cognitive overload
Voice over Powerpoint
Relies heavily on the the speaker’s ability to use the medium effectively – Powerpoint containing ALL the talking points? Or main points to prompt further discussion? Can feel a bit sterile, and lacking the human elements
Screen captured Powerpoint with audio and video. Done completely by the instructor.
Can not Highlight, add, draw on top existing text.
Screen capture of Powerpoint on a SmartBoard with audio and video
This includes the ability to interact with the content
This is a platform developed by the Faculty of Arts at UBC. The instructor could upload material produced by any of the methods mentioned previously.
Video record a session - Minimal change to instructor’s practice Minimal change to students’ study practice Transcription is available Voice over Powerpoint – inherit all the positives of the previous technology, plus Content is editable Content is high resolution Content is in digestible chunks Video with Powerpoint – inherit all the positives of the previous technology, plus Human touch Content can include websites, YouTube videos, or specialized software Video with Smartboard – inherit all the positives of the previous technology, plus Maintaining the ability to edit content, and at the same time, preserving the natural flow and movement in a face-to-face session Collaborative video annotation – inherit all the positives of the previous technology, plus Adds a social dimension to the teaching/learning process Discussion is integrated with the video Mobile friendly What do you think the result is?
1 out of 17 used CLAS, in fact, some even asked for the non-narrated version of the PowerPoint file
Steep learning curve to using the platform Technology overload – this group of students is using LMS, self assessment, online discussion, and web conference
Suitability of the topic with the video format – Methodology, very fact/rules based Presenter’s style Lecture style – undergrad/grad (lecture driven or discussion driven) Unclear expectations of how to use the system (students: are the comments graded? instructor: am I suppose to insert prompting questions in the video, or let the students use this platform completely on their own?)
So where are we now? Remember this? Now, all UBC credit courses have the potential to be hybrid courses if the instructors use the online course shells. All the courses now are capable of hosting recorded lectures online. This means reducing the amount of time the instructors stand in front of the class, and use classroom time for deep discussions. The videos could be about any subject, and could be of practicum, live performances. The videos could be produced by faculty or students.
