Teaching and learning technology conference -msu blended learning final
- 1. Blended Learning: Facilitating Change in Engineering Technology Brenda M. Perea and Peter Lindstrom
- 2. Background Metropolitan State University-Denver received a Department of Labor TAACCCT 3 grant with the stipulation of increasing student access to advanced manufacturing courses. To fulfill the grant requirements, MSU has taken a hard look at some of the certificates and courses in the Engineering Technology program. This session will present MSU’s success in converting lab-based engineering courses to blended courses, including the paradigm shift of understanding just what increasing access and how that translated to blended course design By the end of the session, each attendee will understand the challenges and successes in converting courses to blended format, while acknowledging the need to get instructor acceptance before committing to developing blended and online courses.
- 3. Before anything started… • Relationship building – Conversations with involved faculty and staff regarding blended course design and what blended courses meant for the department • Discussions as to how to select courses to convert to hybrid 1. Courses impacted by CHAMP grant $$ 2. Courses which could be delivered online and still meet authentic assessments needed for certifications
- 4. “Priming the Pump” February 2014 Research and handouts distributed to course development team • CCCS CHAMP--Going Hybrid: A How-To Manual • CHAMP Course Map template • Module development template Team development meetings to discuss what existing course material actually “fit” blended learning
- 5. Volunteers anyone? March 2014 • Professors took a hard look at their courses: how, why and what they were teaching • Dr. Kalla volunteered to course map one of his existing courses to see what/how to move the course to blended design. Dr. He soon joined the process • Team meetings to discuss course maps and what existing and new course material can be incorporated in to a blended course
- 6. Buy-In May 2014 • Addressed concerns and specific challenges regarding intellectual property • Discussions as to the benefits to MSU, faculty and the students. • Discussions on “flipped” classroom model • Identified areas of content that can be “flipped”
- 7. Module Flow • Engagement–hooking the student into the content—Providing why for learning • Exploration–content delivery and student working to understand the content • Explanation–activities where the student should demonstrate an understanding of the content • Elaboration–activities where the student takes the content learning and expands and applies the information • Evaluation–formative and summative assessments
- 8. Collaborative Process Summer 2014 • Working prototype of course map and sample blended course build • Created draft of online portion of courses from course maps • Worked together to construct online experiences of student • Went through instructor review of final course design and incorporated changes
- 9. Labs in Blended Learning Labs Created through Partnership • Developed two designs for labs – Course Project Labs that run parallel to sequenced course content • Allows for asynchronous contextualized assessment of competencies throughout course • Works as adaptation to equipment limitations in lab MET1010 Manufacturing Processes MET1200 Technical Drawing
- 10. Synchronous Labs Second design for labs – Synchronous labs in sequence of course content MET1210 Introduction to 3D Modeling
- 11. Development Courses ready for blended learning MET1010 Manufacturing Processes MET1310 Principles of Quality Assurance MET2200 Materials of Engineering MET3215 Composite Manufacturing MET490X Testing and Repair Advanced Composites Structures MET1200 Technical Drawing 1 MET1210 3D Modeling MET390X Direct Digital Manufacturing MET3410 Geometric Dimensioning and Tolerance
- 12. Resources and Questions • CHAMP website: www.cccs.edu/champ • COETC website: www.cccscoetc.weebly.com • Handouts: • http://tinyurl.com/CHAMPHandouts
- 13. CC BY Attribution This Workforce Solution, ”Blended Learning: Facilitating Change in Engineering Technology” presentation by Brenda Perea is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at www.cccs.edu/CHAMP.
Editor's Notes
- #2: Blended Learning: Facilitating Change in Engineering Technology Brenda M. Perea and Peter Lindstrom
- #3: Metropolitan State University-Denver received a Department of Labor TAACCCT 3 grant with the stipulation of increasing student access to advanced manufacturing courses. To fulfill the grant requirements, MSU has taken a hard look at some of the certificates and courses in the Engineering Technology program. This session will present MSU’s success in converting lab-based engineering courses to blended courses, including the paradigm shift of understanding just what increasing access and how that translated to blended course design By the end of the session, each attendee will understand the challenges and successes in converting courses to blended format, while acknowledging the need to get instructor acceptance before committing to developing blended and online courses.
- #4: Before anything started Relationship building Conversations with involved faculty and staff regarding blended course design and what blended courses meant for the department Discussions as to how to select courses to convert to hybrid Courses impacted by CHAMP grant $$ Courses which could be delivered online and still meet authentic assessments needed for certifications
- #5: Priming the Pump February 2014 Research and handouts distributed to course development team CCCS CHAMP--Going Hybrid: A How-To Manual CHAMP Course Map template Module development template Team development meetings to discuss what existing material actually “fit” blended learning
- #6: Volunteers anyone? Professors took a hard look at their courses: how, why and what they were teaching Dr. Kalla volunteered to course map one of his existing courses to see what/how to move the course to blended design. Dr. He soon joined the process Team meetings to discuss course maps and what existing and new course material can be incorporated in to a blended course
- #7: By-In May 2014 Addressed concerns and specific challenges regarding intellectual property Discussions as to the benefits to MSU, faculty and the students. Discussions on “flipped” classroom model Identified areas of content that can be “flipped”
- #8: Module Flow Engagement–hooking the student into the content—Providing why for learning Exploration–content delivery and student working to understand the content Explanation–activities where the student should demonstrate an understanding of the content Elaboration–activities where the student takes the content learning and expands and applies the information Evaluation–formative and summative assessments
- #9: Course maps were submitted and courses were built in the Desire2Learn platform A collaborative teleconference was attended by Dr. Kalla and the instructional design team to go through draft of online course and clarify any misunderstandings with regard to subject matter Revisions were completed and faculty given a final draft of blended course to review final product
- #10: Lab portion of most of these courses is crucial for student learning, engagement, and authentic assessment. Lab experiences remain in face-to-face environment, but all preparation is done online Two designs were used to remain true to the face-to-face experience of the student; the first design has labs running parallel to the flow of the rest of the course. These are semester-long project-based labs and groups of students work on different components of the lab throughout the semester because of equipment limitations. Two examples of this design are in MET1010 and MET1200.
- #11: The other lab design used in these course is a traditional, synchronous lab that runs in the sequence of the course. Here again, students complete all preparation for the lab in the online environment, but they all complete the same lab assignment on the same day and it aligns strictly with the course content.
- #12: Development Coursed ready for blended learning MET 1010 Manufacturing Processes MET 1310 Principles of Quality Assurance MET 2200 Materials of Engineering MET 3215 Composite Manufacturing MET 490X Testing and Repair Advanced Composites Structures MET 1200 Technical Drawing 1 MET 1210 3D Modeling MET 390X Direct Digital Manufacturing MET 3410 Geometric Dimensioning and Tolerance
- #14: This Workforce Solution, ”Blended Learning: Facilitating Change in Engineering Technology” presentation by Brenda Perea is licensed under a Creative Commons Attribution 4.0 International License. Based on a work created under the Department of Labor, TAACCCT3 grant, permissions beyond the scope of this license may be available at www.cccs.edu/CHAMP.