Module 1 Online And Hybrid Learning
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This document provides an introduction to online and hybrid course development and delivery. It discusses key aspects of 21st century learning including fluency in multiple media, active learning based on reflection, and personalized learning experiences. It also addresses what makes a good hybrid student and instructor. Several challenges facing education systems globally and in the US are outlined, such as increasing access to education and improving student preparedness and graduation rates. The growth of online K-12 learning is discussed. Blended learning is described as combining face-to-face and online learning in a way that optimizes both environments.
Module 1 Online And Hybrid Learning
- 1. Introduction to Online and Hybrid Course Development and Delivery George Williams College The reasonable man adapts himself to the world: the unreasonable one persists in trying to adapt the world to himself. Therefore all progress depends on the unreasonable man. (Shaw, 1983)
- 2. Who are our learners? 21 st Century Learning http://www.youtube.com/watch?v=_A-ZVCjfWf8 Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 3. fluency in multiple media, valuing each for the types of communication, activities, experiences, and expressions it empowers learning based on collectively seeking, sieving, and synthesizing experiences active learning based on experience (real and simulated) that includes frequent opportunities for reflection expression through non-linear, associational webs of representations rather than linear "stories" co-design of learning experiences personalized to individual needs and preferences (Dede 2006) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 4. What makes a good hybrid student? Online Evaluation Link http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp Recommendations: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/tips.asp What makes a good hybrid instructor? (iNacol Standards) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 5. China: 1.3 billion people 20 million 18 year olds 2.5 million college slots With online learning: increase educational opportunities to 100 million new students India: Universal Access for K-12 Education in 10 years Need 200,000 more schools Shortage of good teachers “ Leverage teachers using technology to bring to scale” Educomp Program digitizing learning resources (online content) in K-12 education View as export opportunity Turkey: 10 million students in K-12 taking online courses Middle East Start from scratch and rebuild K-12 Education systems (iNacol 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 6. Alternative energy Desalination of water Precision farming Biometrics Quantum computers Entertainment on demand Global access Virtual education or distance learning Nanotechnology Smart Robot (World Future 2009) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 7. Internet access China: 4 million Internet connections in 1999 China: 137 million Internet connections in 2006 WiMax: 50 km radius of high-speed, wireless, broadband Internet (100 Mbs), mid-to-end 2009 3G/4G Wireless: 2010 (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 8. Spending on K-12 education Average: $9,969/per pupil in 2007-08 (more than any country in the world, except Switzerland) International Rankings in Science and Math (PISA 2006): Science: US ranked #25 out of 30 countries Math: US ranked #21 out of 30 countries U.S. Math curriculum: full 2 grade levels behind international counterparts by 8th grade (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 9. High School Graduation Rates Average: 70% in 4 years Latino/Hispanic students: 58% African-american students: 55% 15% of high schools produce 50% of drop outs in country (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 10. High school graduates accepted into college 43% of community college students require remediation 29% of public four-year college students required remediation Cost of $2.7 billion/annually American businesses spend $60B annually on education and re-education of workforce (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 11. U.S. shortage of students prepared for STEM 77 million engineers in the United States ready to retire (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 12. The K-12 online learning market is growing rapidly at 30% annually In 2007, estimated 1,000,000 enrollments in K-12 online learning in the U.S. In K-12: 30 states with statewide virtual schools; 44 states with significant policies/programs (Watson, Keeping Pace, 2008) More than 50% of all school districts across the United States offer online and distance learning (Americas Digital Schools Report) 18 states with 100,000+ students enrolled in full-time virtual school programs (Center for Education Reform) (Patrick 2008) Introduction to Online and Hybrid Course Development and Delivery George Williams College
- 13. “ Combining face-to-face with fully online components optimizes both environments in ways impossible in other formats” -Educause Research Bulletin, 2004 Digital content, curriculum, LMS, online assessments, data system, AI, simulations Shift in instructional model and training Struggling student, low-engagement, (More direct student support needed) Self-direction, high engagement, (Less direct student support needed) Introduction to Online and Hybrid Course Development and Delivery George Williams College (Patrick 2008)
- 14. Blended learning should be approached as not only a temporal construct, but rather as a fundamental redesign of the instructional model with the following characteristics: -A shift from lecture- to student-centered instruction where students become interactive learners (this shift should apply to entire course, including face-to-face sessions); -Increases in interaction between student-instructor, student-student, student-content, and student-outside resources; and -Integrated formative and summative assessment mechanisms for student and instructor.” - Educause, Blended Learning (2004) Introduction to Online and Hybrid Course Development and Delivery George Williams College