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Blending and Flipping

Blending and Flipping. Reaching students at a distance without distancing ourselves from CSULB students. 81% of post-secondary students take at least 1 online course (Sloan, 2013). Framing the conversation about modes of instruction.

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Blending and Flipping

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  1. Blending and Flipping Reaching students at a distance without distancing ourselves from CSULB students

  2. 81% of post-secondary students take at least 1 online course (Sloan, 2013)

  3. Framing the conversation about modes of instruction • There are more modes of instruction (MOI) available today than ever in the history of higher education. • Decisions about MOI are curricular and pedagogical. • Departments/programs are where discussion and decision-making about MOI should talk place. • Diversity of MOI is good for students and can optimize learning. • One size does not fit all, most, or many. • Converting to new MOI requires course redesign.

  4. Why Blending and Flipping – NOW?

  5. Why Blending & Flipping? • What do we know about our campus and our students that will enable us to make sound decisions about modes of instruction, technology, and instruction? • Students want to come to “The Beach.” • We provide an affordable “college experience.” • We provide desirable “brick and mortar” learning and social spaces. • Blending and flipping are consistent with our student success goals.

  6. What is Blended Learning?

  7. Why Blended Learning? • U.S. Department of Education (2012) analyzed 46 studies comparing online, blended, and fact-to-face learning: • CONCLUSION: "blended learning" or courses that include elements of both face-to-face and online learning, is somewhat more effective than either approach by itself.

  8. Examples • 2 hours face-to-face/1 hour online • M/W (f2f)/F online • 1 hour face-to-face/2 hours online • W (f2f)/online throughout the week

  9. What is Flipping?

  10. Examples

  11. What is involved? • Blending, flipping, and fully-online necessitates significant course redesign. • Pre-Redesign Questions: • Will the MOI/technology result in increased student learning? • How comfortable am I using MOI/technology (X)-- even if it fails sometimes? • Will my students be able to use the MOI/technology without subverting other learning goals of the course or compromising learning outcomes? • Have I thought through ways in which the MOI/technology is accessible to the diverse needs of my students? • How will I modify or redesign my course to include the MOI/technology that I have selected? • How will I assess the effectiveness of the MOI/technology on student learning?

  12. Campus Resources for Course Redesign • Faculty Nuggets (Wiki) – coming soon! • Designs4Learning (Blended Course For Faculty) • FLC for Flipping (late Spring/Sumer, 2013) w/Stipend • ITSS Products and Services

  13. Review • Decisions should occur at the department/program level. • Decisions should be curricular and pedagogical. • One size does not fit all, most, or many. • Pedagogical changes do not result in workload reductions. • Pedagogical improvements should result in increased effectiveness and efficiency for faculty and students.

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