pps_iDEAL ONLINE Presentation.pdf - Brandman University

Brandman iDEAL

Summarizing iDEAL Blended Learning • “Learning-­‐centered" rather than "teacher-­‐centered," • Using technology to enhance and ac6vate the learning experience. • Combining face-­‐to-­‐face instruc6on with independent and collabora6ve online learning. www.brandman.edu/iDEAL

iDEAL Learning at Brandman Click on the 6tle above to launch the video available at: hGp://vimeo.com/14252622 Note: In the video, there is one men6on of students mee6ng face-­to-­‐face with instructors. Please don’t let that throw you. That relates only to the iDEAL blended model.

The Goals of this Presenta?on • Explain the Brandman iDEAL approach and the ra6onale for this model of teaching/learning. • Provide tools to help you feel comfortable with iDEAL teaching strategies and the technology available to support it and you.

Report by the Commission on the Future of U.S. Higher Educa?on “As higher educa.on evolves in unexpected ways, this new landscape demands innova.on and flexibility from the ins.tu.ons that serve the na.on’s learners.” From “A Test of Leadership: Char6ng the Future of U.S. Higher Educa6on” (Report by U.S. Dept. of Educa6on, 2006) Commission on the Future of Higher Educa6on , 2006

How Will Brandman University Meet these 21 st Century Expecta?ons?

Brandman iDEAL Blended Learning • Our opportunity to define ourselves and determine our role in sustaining higher educa6on • Who are we and who do we want to be? – A university leader in educa6ng adult learners – A university commiGed to developing quality curriculum through evidence-­‐based pedagogy built upon excellence and flexibility

How did we prepare for iDEAL Learning? • Reviewed research conducted in 2009 Brandman study • Year-­‐long pilots • Developed program learning outcomes • Analyzed and revised course objec6ves • “Deconstructed” syllabi • Solicited input from faculty and experts in the field • Created the iDEAL team

Facts about online learning at Brandman It combines together: – online and offline learning – independent and collabora6ve learning – structured and unstructured learning – learning and prac6ce – synch and asynch work

Blended Learning • Combine to extend the ability of learner to work with, take in, and create meaning around content periodically throughout the week, rather than limi6ng the bulk into a single, weekly class mee6ng (Garnham & Kaleta, 2002; Garrison & Vaughan, 2008; Merriam, Caffarella, & Baumgartner, 2007; Shin & Lee, 2009).

instructionallyDesigned forEngagedBloom’s Revised Taxonomy AdultLearners • Crea?ng – designing, construc?ng, planning, producing, inven?ng, devising, making • Evalua?ng – checking, hypothesizing, cri?quing, Crea6ng experimen?ng, judging, tes?ng, detec?ng, monitoring Evalua6ng • Analyzing – comparing, organizing, deconstruc?ng, aYribu?ng, outlining, finding, structuring, integra?ng Analyzing • Applying – implemen?ng, carrying out, using, execu?ng • Understanding – interpre?ng, summarizing, Applying inferring, paraphrasing, classifying, comparing, explaining, exemplifying • Remembering – recognizing, lis?ng, describing, Understanding iden?fying, retrieving, naming, loca?ng, finding Remembering hGp://uwf.edu/cutla/assessstudent.cfm

Instruc6onally Designed for Engaged Adult Learning

Meaning of iDEAL 1) Instruc6onal Design 2) Engaged 3) Adult Learning

Instruc?onal Design • Ac6ve learning environments & more facilita6ve teaching • Student-­‐centered instruc6onal strategies • Interac6ve forma6ve and summa6ve assessment mechanisms • Instruc6onal environment takes precedence over informa6on transmiGal. • “Guide on the side” vs. “Sage on the stage”

Engaging Students with iDEAL Learning… …is all about the learning! • The learner’s experience • Learner-­‐centered vs. teacher-­‐centered focus • Technology as underlying tool for learning, not the primary focus • Transferability of learning

iDEAL Benefits for Students • What do YOU think are benefits of blended learning for students? • Who are your students? • What are their needs? • How do you think iDEAL learning helps students gain the skills to be successful in their work environment?

Characteris?cs of Adult Learners • Base everything new against their previous experiences before they can add to or create new schema • Regard “busy work” as insul6ng • Compartmentalize their learning as separate from their outside world without explicit direc6on, mo6va6on, and opportunity to do otherwise • Expect personalized feedback rather than just a “grade” • Are mo6vated by relevancy to their real-­‐world situa6on (Merriam, Caffarella, & Baumgartner, 2007)

iDEAL Mirrors Shiqs in An Adult’s Real World • From consuming to producing • From authority to transparency • From the expert to the facilitator • From access to informa6on to access to people • From learning about to learning to be • From passive to passionate learning • From presenta6on to par6cipa6on • From publica6on to conversa6on • From classroom learning to lifelong learning Web 2.0 in Educa6on Steve Haragon

Expecta?ons/Overall • Engage with students a minimum of 3 days a week • Class prep 6me does not count as student contact 6me • Make minimal changes to flow and structure • Personalize relevant por6ons of course, to ensure your presence, while maintaining integrity of CLO’s and synchronicity with online por6on • Respond 6mely to emails and pos6ngs for clarifica6on and a sense of community/cohesion • Assurance of Learning – Alignment of course objec6ves with program learning outcomes • Provide feedback for con6nuous improvement

Expecta?ons/Timing • 8 week terms Approximately 44 hours of instruc0onal “seat 0me” *Engagement work • 5.5 – 6.5 hours per week of community engagement (discussion boards, group work, WIKI ac6vi6es, synch mee6ngs *Independent work • Addi6onal outside prepara6on • Reading, homework, assignments, quizzes, surveys, research, presenta6on prepara6on, etc.)

Brandman’s iDEAL Online Model AnalyzingApplyingCreatingCommunityEngagement/CollaborationThreaded DiscussionWikisBlogsSynch ChatsGroup ProjectsTeam ActivitiesEngagement w/ContentLectures Videos Presenta?ons Web links Assessments Case Studies SelfPreparationIndependentWorkReading Research Wri?ng Case Studies Quizzes/Exercises Fieldwork RememberingBloom’s Taxonomy

Why 8 Weeks is iDEAL • Learning throughout the week helps balance shorter term • Students can complete up to 36 units a year (compared to 30) • Studies show rigor is not compromised in a well facilitated course • Adult students in accelerated formats persist at higher rate when they feel connected to other students

The Con?nuous Improvement Process • Developed by Subject MaGer Experts like yourself (maybe even you!) • Approved by faculty curriculum teams • Will serve as founda6on – need a common experience before taking it to the next level • Next level will be achieved aqer we get YOUR input • Includes instructor resources folder • We and students want your approach • Summit – community of scholars • Con6nuous improvement/resource library

Brandman University iDEAL • Is oriented toward the future • Will enable us to accomplish our mission: – To provide students with a dynamic educa6on based on excellence and flexibility that creates las6ng values and relevance for evolving learners • Supports our vision: – To be the recognized leader in the evolu6on of adult learning • Inspires our values: – Being innova6ve and promo6ng rigorously new and viable ideas that will help our students achieve their dreams

iDEAL Benefits • A transformed learning experience moving from a classroom-­based, sta6c and singular experience to one that is more dynamic, collabora6ve and independent of geography. • Learning becomes a living experience, integra6ng real-­‐world issues and current events into each class. • All courses are con?nually assessed against pre-­‐determined metrics for improved student engagement and learning. • An accelerated course of study of 8 weeks allows for the comple6on of addi6onal units in an academic year.

We’re coun?ng on YOU • U.S. Dept. of Educa6on (2009) report found blended more effec6ve than online, which is more effec6ve than f2f IF the instructor is involved. • We are looking to you to be involved with students and the scholarly community. hGp://www2.ed.gov/rschstat/eval/tech/evidence-­‐based-­‐prac6ces/finalreport.pdf

Thank you! • For more informa6on please visit: 1) hGp://www.brandman.edu/ideal/ 2) hGp://brandman.edu/cii