Presentation given at the Sloan-C Blended Learning Conference in Denver Colorado on July 9, 2014

1. CCCS’s Success at Moving
CTE Courses to Blended
Courses
July 9, 2014
Presented by Brenda Perea
Instructional Design Project
Manager

2. Provide more opportunity for students to complete a
certificate or degree
Industry demands
The TAACCCT1 grant required all COETC consortium
members courses touched by the grant to be in online or
hybrid format

5. EIC130 National Electrical
Code I
EIC225 Programmable
Controllers
ELT106 Fundamentals of
DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic
Components
PRO120 Process Tech 1-
Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial
Troubleshooting
Hydraulics I
Hydraulics II
Industrial Motors and
Control
Introduction and
Intermediate PLC's
MSHA Supplemental-
Mine Safety and Health
Admin
Mechanical Components
Welding
ENY101 Introduction to Energy
Technologies
GIS101 Introduction to Global
Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues &
Ethics
PET101 Petroleum Fundamentals
PRO120 Process Technology I:
Equipment
PRO130 Petroleum
Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental
Psychology
EIC 101 Job Training and
Safety
EIC 175 Job and Climbing
Safety
ELT 106 Fundamentals of
DC/AC
ELT 107 Industrial
Electronics
IMA 160 Basic Fluid
Power
WTG 100 Introduction to
Wind Industry
WTG 110 Power & Control
Systems
WTG 210 Wind Turbine
Airfoils & Composites

11.  Only 15 out of 122
course had been
converted to hybrid
format
 Due date for all 122
courses to be in
hybrid format Dec
2013

12.  We didn’t know what needed to be done before full
scale adoption
 Asking faculty to commit to a different teaching style
 At first, provided no training or resources to provide
pedagogy or help for converting courses
 There was NO detailed plan to convert a F2F
course to hybrid.

14. Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates with high enrollment
F2F courses which could be “flipped”, delivered online, used
simulations, and where authentic assessment was needed for
certifications
Courses that could be shared between colleges to maximize
use of faculty time and reduce duplication of effort.
Created a course development plan with
benchmarks and deadlines

15. 1. Faculty Out Reach
2. Course Mapping
3. “Chunking” the content
4. Used competition between colleges as an
incentive
5. Publicized the success of grant hybrid
courses in “what’s new in hybrid” email
blasts
6. Published courses to OER
7. And used public “shaming” within the
consortium

18. *When building the content:
*Create “snack-sized”
appetizers of Content
delivery
*Content
*Challenges and Activities
*Assessments
*Feedback
*Stack the appetizers into
full sized modules

19. 19
1. An instructional designer
worked onsite and through
teleconferences with faculty
to convert F2F courses to
hybrid
2. Returned to steps 2, 3, 4, 5,
6 and 7 of Plan A

22. Technology and Time
Quality Assessment-Reluctance to “buy-in” that a hybrid
course is as good or better than F2F
Long standing belief that CTE courses are different
because of Competency Based testing and industry
certification
Evolving Online/Hybrid Pedagogy
Differing LMS’s

23. 23
Detailed Plan
Use of Instructional Designers
Detailed course mapping first to see when
and where hybrid design would fit
Central website for easy access to all
hybrid courses, www.cccscoetc.weebly.com
Allocating enough time revise F2F content
for hybrid delivery

24. Instructional designers
A specific “hybrid only” message”
Recognition of impact across college
departments and across the system
Increased enrollment in certificate courses

25. Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare, EverySlide
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-
deep-dive-resources/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera, OpenCourseWare
Consortium, MOOC List, edX, OpenCourse Library,
Hybrid Course info:
CCCS InfoGraphic
CCCS How to manual

26. ► Open Educational Resources and Practices
► The Adoption of OER by One Community College Math Department
► OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
► http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
► http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
► http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
► http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html

27. This Workforce Solution presentation created by Brenda M. Perea of the Colorado
Community College System COETC Grant is licensed under a Creative Commons
Attribution 3.0 Unported License. The material was created with funds from the
Trade Adjustment Assistance Community College and Career Training (TAACCCT)
Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based
on a work at www.cccs.edu.Permissions beyond the scope of this license may be
available at www.cccs.edu.
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