Presentation Description and Goals
The workshop will be informed by two individuals who were engaged in the development and implementation of blended education for their campuses as part of the Sloan-C localness program from 2007-2011.
With any technological innovation, in particular blended learning, there are institution, program, and course level implications. Strategic planning of blended programming on campuses is the key to having a successful implementation. There is no one template or formula that guarantees success. The key is strategic considerations that match the mission of the institution. From the two different perspectives and approaches, the presenters will provide case studies detailing their implementation of blended learning, lessons learned and issues that should be addressed.
Through a series of working group activities, each participant will explore each of the considerations in developing strategies for their own campuses.
These considerations include, but are not limited to:
Defining blended for your campus
Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
Administrative Buy-In and Support
It is critical that institution leadership support the effort – at all levels. The effort must be part of the strategic agenda, adequate resources allocated or a revenue stream identified, messaging that consistently re-enforces the commitment. Without that support engaging the larger academic community will be challenging and once engaged, resources to follow-through with support may disappear in the absence of administrative commitment.
Faculty training and support
Faculty training and support is pivotal to a successful implementation across campus. The organizational structure of the institution must include a systemic support for using technology to teach. The case studies will provide specific examples of an effective (and ‘room for improvement’) support system.
Student orientation and support
Students use technology in their daily lives, but most have never used it to learn. Student preparedness, communication and support are essential. Evaluating student needs, campus capabilities and creating an strategy to bring both together is a key strategic consideration.
Evidence of Impact
Ongoing data collection and analysis keep our efforts on track. There should be support in evaluating the impact of blended learning, documenting this impact, and disseminating it at the course, program, and instructional levels. There is much potential for teachers using innovative technologies in their teaching for research and publication.
Financial Model
The development of a financial plan with a sustainable revenue source is critical for the effort to continue. Addressing this issue in the early stages of the effort allows for an incremental implementation to a sustainable, scalable model.
