2. Background
Metropolitan State University-Denver received a Department of Labor
TAACCCT 3 grant with the stipulation of increasing student access to advanced
manufacturing courses. To fulfill the grant requirements, MSU has taken a hard
look at some of the certificates and courses in the Engineering Technology
program.
This session will present MSU’s success in converting lab-based engineering
courses to blended courses, including the paradigm shift of understanding just
what increasing access and how that translated to blended course design
By the end of the session, each attendee will understand the challenges and
successes in converting courses to blended format, while acknowledging the
need to get instructor acceptance before committing to developing blended and
online courses.
3. Before anything
started…
• Relationship building
– Conversations with involved faculty and staff
regarding blended course design and what
blended courses meant for the department
• Discussions as to how to select courses to
convert to hybrid
1. Courses impacted by CHAMP grant $$
2. Courses which could be delivered online and
still meet authentic assessments needed for
certifications
4. “Priming the Pump”
February 2014
Research and handouts distributed to course
development team
• CCCS CHAMP--Going Hybrid: A How-To Manual
• CHAMP Course Map template
• Module development template
Team development meetings to discuss what
existing course material actually “fit” blended
learning
5. Volunteers anyone?
March 2014
• Professors took a hard look at their courses:
how, why and what they were teaching
• Dr. Kalla volunteered to course map one of his
existing courses to see what/how to move the
course to blended design. Dr. He soon joined the
process
• Team meetings to discuss course maps and
what existing and new course material can be
incorporated in to a blended course
6. Buy-In
May 2014
• Addressed concerns and specific
challenges regarding intellectual property
• Discussions as to the benefits to MSU,
faculty and the students.
• Discussions on “flipped” classroom model
• Identified areas of content that can be
“flipped”
7. Module Flow
• Engagement–hooking the student into the
content—Providing why for learning
• Exploration–content delivery and student
working to understand the content
• Explanation–activities where the student should
demonstrate an understanding of the content
• Elaboration–activities where the student takes
the content learning and expands and applies
the information
• Evaluation–formative and summative
assessments
8. Collaborative
Process
Summer 2014
• Working prototype of course map and
sample blended course build
• Created draft of online portion of courses
from course maps
• Worked together to construct online
experiences of student
• Went through instructor review of final
course design and incorporated changes
9. Labs in Blended
Learning
Labs Created through Partnership
• Developed two designs for labs
– Course Project Labs that run parallel to
sequenced course content
• Allows for asynchronous contextualized
assessment of competencies throughout course
• Works as adaptation to equipment limitations in lab
MET1010 Manufacturing Processes
MET1200 Technical Drawing
10. Synchronous Labs
Second design for labs
– Synchronous labs in sequence of course
content
MET1210 Introduction to 3D Modeling
11. Development
Courses ready for blended learning
MET1010 Manufacturing Processes
MET1310 Principles of Quality Assurance
MET2200 Materials of Engineering
MET3215 Composite Manufacturing
MET490X Testing and Repair Advanced Composites
Structures
MET1200 Technical Drawing 1
MET1210 3D Modeling
MET390X Direct Digital Manufacturing
MET3410 Geometric Dimensioning and Tolerance
13. CC BY Attribution
This Workforce Solution, ”Blended Learning:
Facilitating Change in Engineering
Technology” presentation by Brenda
Perea is licensed under a Creative
Commons Attribution 4.0 International
License. Based on a work created under the
Department of Labor, TAACCCT3 grant,
permissions beyond the scope of this license
may be available at www.cccs.edu/CHAMP.
Hinweis der Redaktion
Blended Learning: Facilitating Change in Engineering Technology
Brenda M. Perea and Peter Lindstrom
Metropolitan State University-Denver received a Department of Labor TAACCCT 3 grant with the stipulation of increasing student access to advanced manufacturing courses. To fulfill the grant requirements, MSU has taken a hard look at some of the certificates and courses in the Engineering Technology program.
This session will present MSU’s success in converting lab-based engineering courses to blended courses, including the paradigm shift of understanding just what increasing access and how that translated to blended course design
By the end of the session, each attendee will understand the challenges and successes in converting courses to blended format, while acknowledging the need to get instructor acceptance before committing to developing blended and online courses.
Before anything started
Relationship building
Conversations with involved faculty and staff regarding blended course design and what blended courses meant for the department
Discussions as to how to select courses to convert to hybrid
Courses impacted by CHAMP grant $$
Courses which could be delivered online and still meet authentic assessments needed for certifications
Priming the Pump
February 2014
Research and handouts distributed to course development team
CCCS CHAMP--Going Hybrid: A How-To Manual
CHAMP Course Map template
Module development template
Team development meetings to discuss what existing material actually “fit” blended learning
Volunteers anyone?
Professors took a hard look at their courses: how, why and what they were teaching
Dr. Kalla volunteered to course map one of his existing courses to see what/how to move the course to blended design. Dr. He soon joined the process
Team meetings to discuss course maps and what existing and new course material can be incorporated in to a blended course
By-In
May 2014
Addressed concerns and specific challenges regarding intellectual property
Discussions as to the benefits to MSU, faculty and the students.
Discussions on “flipped” classroom model
Identified areas of content that can be “flipped”
Module Flow
Engagement–hooking the student into the content—Providing why for learning
Exploration–content delivery and student working to understand the content
Explanation–activities where the student should demonstrate an understanding of the content
Elaboration–activities where the student takes the content learning and expands and applies the information
Evaluation–formative and summative assessments
Course maps were submitted and courses were built in the Desire2Learn platform
A collaborative teleconference was attended by Dr. Kalla and the instructional design team to go through draft of online course and clarify any misunderstandings with regard to subject matter
Revisions were completed and faculty given a final draft of blended course to review final product
Lab portion of most of these courses is crucial for student learning, engagement, and authentic assessment.
Lab experiences remain in face-to-face environment, but all preparation is done online
Two designs were used to remain true to the face-to-face experience of the student; the first design has labs running parallel to the flow of the rest of the course. These are semester-long project-based labs and groups of students work on different components of the lab throughout the semester because of equipment limitations.
Two examples of this design are in MET1010 and MET1200.
The other lab design used in these course is a traditional, synchronous lab that runs in the sequence of the course.
Here again, students complete all preparation for the lab in the online environment, but they all complete the same lab assignment on the same day and it aligns strictly with the course content.
Development
Coursed ready for blended learning
MET 1010 Manufacturing Processes MET 1310 Principles of Quality Assurance MET 2200 Materials of Engineering MET 3215 Composite Manufacturing MET 490X Testing and Repair Advanced Composites Structures MET 1200 Technical Drawing 1 MET 1210 3D Modeling MET 390X Direct Digital Manufacturing MET 3410 Geometric Dimensioning and Tolerance
This Workforce Solution, ”Blended Learning: Facilitating Change in Engineering Technology” presentation by Brenda Perea is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at www.cccs.edu/CHAMP.
