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Agenda

Agenda. Background Alternatives to blending Assessment of the alternatives Policy implications Conclusion. Alternatives to BL. Alternative 1. Status quo Primarily focus on addressing issues of access and convenience based on individual faculty, unit initiatives. Alternatives to BL.

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Agenda

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Presentation Transcript

  1. Agenda • Background • Alternatives to blending • Assessment of the alternatives • Policy implications • Conclusion

  2. Alternatives to BL Alternative 1. Status quo • Primarily focus on addressing issues of access and convenience • based on individual faculty, unit initiatives

  3. Alternatives to BL Alternative 2. Enhancing blends • adds on • for example continue to teach as in alternative one above but add an optional discussion board

  4. Approaches to BL Alternative 3. Transformative blends • a transformative process directed toward improving the quality of the educational experience • overall institutional initiative • capitalize on the potential of BL for engagement

  5. Evaluation of the alternatives • Criteria used • economic criteria • equity criteria • Administrative criteria • Political criteria Measure 0= not satisfied, 1= satisfied

  6. Equity criteria

  7. Political feasibility

  8. Administrative criteria

  9. Aggregate optimization test

  10. Policy Implication • Administrators • How to determine the fit of blended learning within the stated goals and priorities of the institution. • How to set time lines, and accountabilities for implementation. • How to establish appropriate ownership of intellectual property in a blended learning environment.

  11. Policy Implication • How about tuition and fee structure for a blended leaning course • How to collaborate with other departments, units • Finally, how to establish guidelines for approval of a blended learning course.

  12. Policy Implication • Faculty • Compensation and workload issues • BL development incentive • Faculty development and training

  13. Policy Implication • Student • Learners support would be needed for the online component • How do we orientate, and support learners in using technology in blended courses. • Particular attention to international, and First Nations communities

  14. Conclusion • It is cost effective (Means, 2010) • satisfied all our criteria and • has the potential to transform the teaching and learning experience of the University (Garrison and Vaughan, 2010).

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