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Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Blended Education Design Process: A Case Study At the University of Central Oklahoma (UCO)

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Presenter(s)
Len Bogner (University of Central Oklahoma, USA)
Session Information
July 8, 2014 - 8:30am
Track: 
Blended Models and Course Design
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Innovation and Experimentation
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Interactive Workshop
Location: 
Governor's Square 12
Session Duration: 
90 Minutes
Session: 
Workshop Session 1
Abstract

The Blended Education Design Process is the intentional planning of instructional components and connections in ways to enhance customization and "humanness" in the learning process.

Extended Abstract

The Blended Education Design Process (BEDP) is the intentional design process of planning instructional components and connections in ways that enhance customization and "humanness" in the learning process (Dodd & Bogner, 2013). Too often, online and distance education courses fail to support the human connections needed to support effective learning processes. In many conversations, technology is acknowledged as the reason for this challenge. The BEDP uses systems-based design thinking to leverage technology in ways that enhance the human-centered nature of learning while increasing learners' flexibility to personalize their learning environment to how they learn best.

The Blended Education Design Process was started in the fall semester of 2011 as a one-year project for the Academic Affairs Leadership Fellows (AALF) program at the University of Central Oklahoma (UCO). The original scope of the project was to look at the effectiveness of courses offered through the Flex-Ed program at UCO, which was a reinvention of Interactive Video Education courses and Correspondence courses. The project has since evolved into an innovative systems-based design process, cooperating with the Center for eLearning and Continuing Education (CeCE) at UCO. It looks into how online, distance, and correspondence courses are purposely designed to bring humanness, convenience, customization, and flexibility in learning into the distance-learning environment.

At the heart of the Blended Education Design Process is the Blended Education Framework. The Blended Education Framework is a visual illustration of how various delivery methods might connect to create a cohesive and interconnected learning environment. Each element of this model represents intentional design strategies aimed at enhancing flexibility in the learning environment.

The first design artifact that originated from the BEDP was Blended Education (BE) courses. A UCO approved online course with an interactive video component that is offered at a consistent time, in a university classroom, each week create BE courses. In essence a BE courses is three course formats in one, and instead of having to create three sections of the same course, the technology and design process allows for student and instructor flexibility in one section. BE courses won an 2013 Effective Practice Award from Sloan-C.

During the 2012-13 school year at UCO, faculty and CeCE conducted research to examined student satisfaction with BE courses. The research invited students who were enrolled in BE courses (7 courses in total) to complete an online questionnaire at the end of their course.

The questionnaire addressed demographic information and perceptions about the students' experience with BE course. Students' reported a high satisfaction and appreciation for the flexibility and dialogue produced through BE courses.

The second design artifact that originated from the BEDP was Self-Paced Online Courses (SPOCs). Self-Paced Online Courses (SPOC) are part of BE, they are replacing the paper-based correspondence courses at UCO. A SPOC is an open enrollment university approved online course that has been slightly modified so that an individual student can work through the course at their own rate. Students have 180 days to complete the course

Currently in the 2013-14 school year at UCO, faculty and CeCE are conducting research to examined student satisfaction with SPOCs. The research invites students who are enrolled in SPOCs (7 courses in total) to complete an online questionnaire at the end of their course.

The questionnaire models the one used with BE courses and address demographic information and perceptions about the students' experience with SPOCs. In taking a look at the data collected for the fall 2013 semester students' are reporting a high satisfaction and appreciation for the flexibility and convenience created with SPOCs.

This interactive workshop will cover the Blended Education Design Process. Including the Blended Education Framework, the instruction design of Blended Education courses and Self-Paced Online Courses, and the research findings of both formats.

Lead Presenter
Len Bogner

Len Bogner (University of Central Oklahoma, USA)

Dr. Len Bogner is a Professor in the Adult Education and Safety Science Department at the University of Central Oklahoma and his specialty area is Career and Technical Education, in which he is the Program Coordinator for the Trade and Industrial Education Degree. Dr. Bogner's research focus is on Blended Education and student satisfaction with the evolving format. In creating his Blended Education courses he uses the principles of Andragogy and Career and Technical Education to create and teach using online, interactive video, and classroom education methodologies.