1. 1 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ LEARNER ACCOUNTABILITY & SUPPORT Patricia McGee, Ph.D. The University of Texas at San Antonio

2. 2 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Agenda Learner Readiness & Support Measures of Success Scholarship of Teaching and Learning & Information Fluency

3. 3 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ LEARNER READINESS & SUPPORT

4. 4 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Why do students drop out OR not? Because of… The course design (media, organization, activity) and relevance The environment (family, organization, and technical support) Themselves (self-efficacy, self-determinism, autonomy, & time management skills) Street, H. (2010). Factors influencing a learner’s decision to drop-out or persist in higher education distance learning. Online Journal of Distance Learning Administration, 8 (10). Retrieved on June 21, 2012 from http://www.westga.edu/~distance/ojdla/winter134/street134.html

5. 5 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Learner readiness High stake thresholds Higher education itself? Prior experience w/ blended? Program completion? Technology access? Technology literacy? Learning Style/Preference? Blended course expectations? Part 1: Time Management Part 2: Technology Part 3: Class Preferences Pre-Course surveys focus on

6. 6 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Learner Continuum Modified from Veronica Diaz, 2009

7. 7 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ High Touch: Coastal Bend Process 1.Students submit an Application To Take Internet CoursesApplication To Take Internet Courses 2.Students meet with an Internet specific advisor to determine their readiness; enrollment is based on student’s technical skills, life schedules, and motivation. 3.Students attend an Orientation for Internet Students which addresses : information management system, email, Internet course test policy, CMS, Smartthinking™, other web-based resources and helpdesk.Orientation for Internet Students 4.Retention Specialist directs initial contacts with online students via the HelpDesk and works with faculty to monitor class participation. 5.The HelpDesk assumes vital functions attempting to accomplish these via its webpage which provides links to Online Tutorials and FAQs. Student support services available through the HelpDesk include:Online TutorialsFAQs – Student Support which includes information on orientation dates, downloads, web page creation, and a link to the Virtual College of Texas website.Virtual College of Texas – Faculty Support which includes: basic faculty online tutorials, information on uploading files to ColdFusion site, basic navigation information, information on multi media software, and CMS.

8. 8 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Critical Supports Hardware/software - http://www.deakin.edu.au/software/news/welcome. php http://www.deakin.edu.au/software/news/welcome. php Advising – phone, fax, email, live chat, virtual worlds Study Skills - http://www.smartthinking.com/http://www.smartthinking.com/ Netiquette - http://www.albion.com/netiquette/corerules.html http://www.albion.com/netiquette/corerules.html Library – online, virtual Other?

9. 9 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ http://www.smartermeasure.com/

10. 10 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ UTSA Blended/Online Orientation Review of existing strategiesexisting strategies Focus: conscious decision-making Clear objectives: – Participate in asynchronous activities/events using appropriate tool/function. – Participate in synchronous activities/events using appropriate tool/function. – Select the appropriate communication tool for the situation – Use microphone, chat function and/or eBoard to communicate and interact in class activity. – Respond in a time frame as appropriate to the urgency of the request by peer or instructor. – Work collaboratively with peers in team/group activities/assignments.

11. 11 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended Must-do’s Keep the learner in the forefront Be aware of class demographics Make expectations and course operations clear Provide direction for technology supports

12. 12 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Discussion What skills and abilities do you expect students to already have in order to be ready to learn? Where are most likely areas will students need support of any kind? Use wiki docs to consider these questions – Planning Template and Guide to Prepare for, Identify, and Preempt Student Crisis Points – Planning Guide for Assessing and Addressing Student Readiness

13. 13 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ MEASURES OF SUCCESS

14. 14 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ What indicates success? Completion? Student and faculty satisfaction? Student engagement? Course evaluations?

15. 15 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Challenges Haphazard scheduling Reluctant faculty Unprepared/motivat ed students Other? UCF – Dr.s Chuck Dziuban &Patsy Moskal

16. 16 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Key strategies for success Courses/programs aligned with institutional mission and goals Address individual needs of faculty Provide convenience for students with social interaction Dziuban, C., Hartman, J., Cavanagh, T. B., & Moskal, P. D. (2011). Blended Courses as Drivers of Institutional Transformation. In Kitchenham, A. (Ed.), Blended Learning across Disciplines: Models for Implementation. (pp. 17-37)

17. 17 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ What’s the matter? Students like … Convenience Reduced Logistic Demands Increased Learning Flexibility Technology Enhanced Learning Students struggle with… Reduced Face-to-Face Time Technology Problems Reduced Instructor Assistance Overwhelming Increased Workload UCF – Dr.s Chuck Dziuban &Patsy Moskal

18. 18 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ What is the role of Learning Analytics? Data collected in order to…. assess academic progress, predict future performance, and spot potential issues. Individualized Pattern Detection Intervention Carmean & Mizzie Nudge AnalyticsNudge Analytics Franfort, Salim, Carmean, & Hynie AnalyticsAnalytics

19. 19 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

20. 20 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

21. 21 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Activity: Are you ready? (UCF) 1.A commonly understood definition among stakeholders for “blended learning” 2.A blended learning strategy that aligns with institutional goals 3.An effective organizational model to support the blended learning initiative 4.Qualified staff capable to support diverse faculty needs and lifecycle of courses 5.Online student support services to support blended learning 6.A robust planning process to identify blended learning faculty/courses to develop 7.A faculty development program to prepare faculty to teach blended learning courses, including incentives and rewards as part of the program 8.Learner support resources to prepare students to learn in blended learning courses 9.The ability to identify blended learning courses in the class schedule 10.Blended learning policies developed around accessibility, copyright, and intellectual property 11.An evaluation program to assess the impact of the blended learning initiative 12.ROI calculated based on resources dedicated to the blended learning initiative 13.Reusable courses and materials shared within departments engaged in blended learning

22. 22 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ SOTL & INFORMATION LITERACY

23. 23 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Handbook of Emerging Technologies for Learning Information Fragmentation & Coherence

24. 24 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Instructor & Student SOTL Examination of student learning. Public findings of research. Disciplinary expertise w/ pedagogical expertise. Technology acceptance. EX: Visible Knowledge ProjectVisible Knowledge Project Information Fluency Determines the nature and extent of information needed. Accesses needed information effectively and efficiently. Evaluates information and its sources critically. Uses information effectively to accomplish a specific purpose. Accesses and uses information ethically and legally.

25. 25 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended as a Solution: Information Fluency

26. 26 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended as a Solution: SOTL

27. 27 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Discussion For a blended initiative, how can administrative units support: SOTL? Information Literacy? At your institutions what are biggest existing solutions and barriers?

28. 28 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Patricia McGee, PhD Patricia.mcgee@utsa.edu This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ http://creativecommons.org/licenses/nc-sampling+/1.0/