1. Incorporating “Online” Components in Your Face-to-Face Teaching
Center for Learning & Development Spring 2011 Faculty Teaching Series

2. Overview F2F vs. Online Beginning steps Toward higher order thinking
Planning for implementation
Putting together: A case study

3. From face-to-face to online
F2F
Web-enhanced
Blended
Online
Which one are you currently in, and which one are you interested in?
Web Enhanced or Online Supported
A class that makes use of the Web to enhance or supplement its face-to-face meetings. Typically Web use is asynchronous (not real-time). The pedagogical focus is still typically instructor led, but students may do more self-paced learning (e.g., use of links, PowerPoints, courseware, announcements, discussion boards, etc.).
Hybrid (part online, part face-to-face)
A class that replaces one or more of its weekly, face-to-face sessions with online activities that may or may not occur during a fixed date or time. The pedagogical focus shifts more responsibility to students, who do work online, either in self-paced activities (e.g., use of courseware for announcements, quizzes, asynchronous discussion boards) or small groups (e.g., discussions, chats/forums, projects/assignments).
Blended learning integrates online and face-to-face activities in a planned, pedagogically valuable manner
Source:
Adapted from: Picciano, A.G. (2007). Chapter 1 in Picciano, A.G. & & Dzuiban, C. (Eds.) Blended learning: Research perspectives. Needham, MA: The Sloan Consortium.

4. F2F vs. Online Format Strengths Weaknesses F2F Online F2F:
sense of instructor control, clear communications, physical context
limited time, no in-depth reflection, peer influence,
Online
Reflective, multimedia, more student control, less intimidating, reusable, convenience
Lack physical context, communication challenge,
Synchronous
Spontaneous (speak without much thinking)
ephemeral
peer influence
passion
preferred
Asynchronous
Reflective (think before speaking)
permanent
< intimidating (encourage reluctant participants)
reason
Rigor
Examples:
F2F better to get started and organized
F2F is can generate energy, motivation
Online better to discuss, resolve more complex tasks and abstract ideas
Online provides sustained engagement, convenience

5. Instruction combining online and F2F elements had a larger advantage relative to purely F2F instruction.
Not because of medium, but because of the changes to study time, curriculum and pedagogy.
Thoughtful planning is necessary.

6. Start blending: Increasing productivity & reusability
Syllabus
Course material organization
Web links s
Announcements
Calendar
Assignment submission
Grades
Reusability and

7. Moving further toward pedagogy
Integration
Online
F2F

8. What is the added pedagogical value?
Accomplish certain course objectives?
Address particular pedagogical problems?
Create new learning opportunities?
Large class, lack the sense of community, limited interaction
Collaborative learning platform

9. Blending with purpose Content Social/ Synthesis/ Evaluation Emotional
Dialectic/ Questioning
Collaboration
Reflection
Adapted from: Educause presentation: Blending with purpose, by Anthony G. Picciano, Graduate Center – City University of New York, September 15, 2010

10. Blending with purpose Content
Video, audio, animation, tutorial, virtual lab & simulation, multimedia cases, narrated PPT
Social/Emotional
Discussion forum, social network, MUVE, community groups
Dialectic/Questioning
Discussion forum, chat (IM), blog
Reflection
Discussion forum, blog
Collaboration
Wiki, social bookmarking, chat, file sharing, screen sharing
Synthesis/Evaluation
Paper, practice quiz & exercise, presentation, e-portfolio, survey

11. Another way to see it Before F2F After Quizzes Discussions
Prep readings/ activities
Refocus class time
Important/ difficult topics
Discussions
Case studies
Application activities
Extend discussion
Reflection
Synthesis
Remediation
Collaborative work

12. Online discussions Social interaction Q & A Collaboration space
Topics discussion
Article review/critique
Debate
Case analysis
Structured discussion: instructor-facilitated, student-facilitated, group collaborative discussion

13. Wiki Play embedded YouTube video in slideshow mode.
Wikis in plain English:

14. Blog
Blogs in plain English:

15. Wiki or blog?

16. Wiki: Online learning activities
Paper
Project
Knowledge base
Resource bank
Case study
Study guide
Exam preparation

17. Blog: Online learning activities
Weekly reflection
News/events discussion
Peer review
Field experience journal
A fall 2010 class blog

18. Planning for action
Integration
Relationship
Accountability
Online
F2F

19. A live blended course
Gerald Bergtrom, PhD: Professor of Biological Sciences & Learning Technology University of Wisconsin, Milwaukee
Presentation: Maximizing Content Coverage and Learning in a Blended Biology Course
Course website:
Username & password: guest.bergtrom

20. Contacts Kun Huang, PhD kun.huang@unthsc.edu
AbuZafar Bashet