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Applying Blended Learning – Pat Hammett. Courses: IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

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Applying blended learning pat hammett
Applying Blended Learning – Pat Hammett

Courses:

IOE/MFG 461 – Quality Engineering/Statistical Analysis

Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

MFG 599 – Design for Six Sigma (Product Development)

Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

Industry Short Course – Six Sigma Green Belt

One Time Offering – 40 Industry Managers/Engineers

1


1 ioe 461 quality engineering
1. IOE 461: Quality Engineering

  • Began On/Off Campus Course Mix - 2003

  • Early Challenges

    • High demand: shift in class sizes from 30  120+

    • Course Content: need to provide significant practice (statistical tools) and support without face-face

    • Course Software: provide software training (Minitab)

    • Student Background Diversity: accommodate mix of Engr Undergrad students with Industry Grad Students

      • Significant Learning Style Differences due to size/diversity


Ioe mfg 461 blended learning solutions
IOE/MFG 461 – Blended Learning Solutions

  • Use of a few Online Prerequisite Modules

    • WHY ONLINE??

      • Not all students need/want this information

      • Make available prior to start of class

  • Weekly Tape Problem Solving Session (Software Use)

    • WHY ONLINE??

      • Mix of students familiar with Minitab Software

      • Much more flexible than typical office hours (wider audience)

      • Instructor (vs. Teaching Assistant) Led

      • Effective for different learning styles

        • Estimate 50-70% students view these and find helpful


2 mfg 599 blended learning solutions
2. MFG 599 – Blended Learning Solutions

  • Numerous Prerequisite Modules (full course available)

    • WHY ONLINE??

      • Flexible, Diverse Backgrounds (different universities)

      • Do not take up class time for those with pre-req knowledge

  • Discussion Posts as part of Grade (discussion course)

    • On Campus: 2 Posts (1-2 paragraphs); Off Campus: 4

    • WHY ONLINE??

      • allows off campus students to get involved

        • Bring in personal experiences about the class topics

      • allows students with language challenges to participate

      • allows more time for deeper, more thoughtful comments


3 industry short course blended learning solutions
3. Industry Short Course – Blended Learning Solutions

  • Client was concerned about a full online training program and their employees ability to keep up

  • Created a 5-Day Blended Course

    • Day 1 – Classroom

      • More effective to get organized, initial use of software

    • Day 2-4 (15 lectures w/ exercises) – Online

      • Allowed ~6 weeks to complete (most did in last 2 weeks)

    • Day 5 – Classroom

      • More difficult material involving deeper discussion

      • Provide opportunity for face-face questions for online material

  • Course received high marks (~ evaluations 4.8/5.0)

    • However, no follow-up course yet


Self assessment
Self Assessment

  • University Courses:

    • Course Demand Remains High

    • Overall Scores Similar

      • Still, median Off Campus is usually 1-2% lower than On Campus

    • Per University Evaluations (Q1/Q2) – now similar for on and off campus (Fall 2010: ~4.7 – 4.8 for both)

      • Key gap closer: Instructor-answered off campus email

    • Main Off Campus Concern (Company Evaluations):

      • heavy workload/difficulty versus learning style


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