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Blend-Onlne 2010 Educase Annual Conference Meeting - Anaheim
Blended and Online Constituent Group Meeting EDUCAUSE 2010, Anaheim, CA
A “blended” approach to the session included approximately 50 people attending in person led by convener Sherri Yerk-Zwickl, with Clark Shah-Nelson and Keith Lynip attending virtually via Elluminate. Clark and Keith reviewed the many resources that are available to the constituent group through the EDUCAUSE web site at: http://www.educause.edu/cg/blended
Those resources include:
• ELI Fall Focus Session on Blended Learning (recordings) http://net.educause.edu/1026921 and resources: http://tinyurl.com/elifocus2010-readings • From 2009 http://www.educause.edu/wiki/Blend-Online+2009+Educause+Annual+Conference+Meeting)
• Blended-Online Constituent Group page on Educause website: http://www.educause.edu/cg/blend-online
• This constituent group page has a link to the Blend-Online Wiki which has a variety of resources including a Resource List, a repository of information contributed by members, a social networking directory with contact information for people interested in connecting, and the Blend-Online Data Google Spreadsheet which has a variety of information available about people, places, programs, etc. Everyone in attendance was encouraged to add their information to the Google spreadsheet in order to continue to build the knowledge base and resource list.
General discussions/questions posed to the entire group included:
• How many people does it take to support an online program that is just starting out? • Responses from the attendees varied but the general consensus was that it depends on how much support (“hand-holding”) is being provided to the faculty/students
• How many institutions have a program that faculty must complete before they can teach online or in a blended fashion? • Approximately half the attendees indicated that their institution had such a program for faculty development
• What incentives are provided to encourage faculty to develop courses in an online/blended manner? • One institution indicated that they pay $2500 per course but that the faculty member would release the intellectual property to the university
• One school is running two LMSs and would like to shut down one and keep the other. Since faculty have a clause in their collective bargaining contract that allows them to protest technology changes, how can this institution convince the faculty to give up one of these LMS systems?
• Suggestions made included pulling support resources from one system to the other and notifying faculty that they will receive limited support for the unfavorable system • Provide information to faculty about the cost of running both and point out the how financial resources can be re-allocated to support other initiatives if they agree to remove one LMS (the “What’s in it for me factor”)
• The group was surveyed to see who was running the various LMSs. The majority was running Blackboard, followed by Moodle with a handful of people indicating they were using Desire 2 Learn and Sakai.
• A question was asked regarding whether anyone had used a third party provider to help them migrate to a new LMS. A few people had done so but cautioned that the on campus interest and engagement and understanding of needs was more important than just getting the implementation done. Some people had used/knew about these providers: MoodleRooms, rSmart, Learning House
• A vendor rep that attended asked the group about lecture capture interest and while some people indicated that they were using a solution, the general reaction was that it was better to not try to replicate the traditional face-to-face lecture by recording, rather that it was more effective to break up lectures into smaller more frequent mini-lectures. • The question was posed to the group “are you doing any research on the effectiveness of blended/online instruction”. One institution is running a study currently but had not yet analyzed the data .
There was an anecdotal comment made that employers seem to prefer students who have come from face-to-face or blended programs rather than strictly online since the employers seem to think that those more traditional offerings result in employees who are better able to collaborate and work in teams. • A question posed to the group: “is anyone using online web collaboration tools such as Webex?” A number of schools indicated that they were using these tools which included: Elluminate, WebEx, Skype, and Dim Dim.
Meeting adjourned at 5: 30 PM