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8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)
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Uncommon Thinking for the Common Good™ educause.edu
EDUCAUSE Learning Initiative Webinar - Participant Chat: Links and Abbreviated Transcript
Measuring the Effectiveness of Online/Blended Programs
April 8, 2015: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT)
Abbreviated Chat Transcript:
Veronica Diaz: (13:03) Welcome everyone! Welcome QM subscribers and ELI members!
Veronica Diaz: (13:08) Also, does the institution support OL/BL programs well
Malcolm Brown: (13:14) again: please use this chat space for comments and questions
Shaun Moore (Oakland University): (13:15) pooll is closed
Barbra Burch: (13:16) Research Information on QM Websitehttps://www.qualitymatters.org/
Sam: (13:17) looks like the educause site is offline
Veronica Diaz: (13:17) the educause site is temporarily down
Barbra Burch: (13:19) QM Research Libraryhttps://www.qmprogram.org/qmresources/research/
Continuous Improvement of the QM Rubric and Review Processes - Internet Learning journal
articlehttp://www.ipsonet.org/images/Westphalia_Press/Internet_Learning_Journal_2-2/3-
1/3.%20Shattuck%20ILJ%203-1.pdf
USF: (13:23) Does the QM have standards or rubric for entire online/blended programs or just
online/blended courses?
Barbra Burch: (13:23) We are in the process of testing a program certification process we have recently
developed.It should be available in the coming months.
USF: (13:24) Ok thank you
Shaun Moore (Oakland University): (13:24) OLC's Quality Scorecard does a whole program
Shaun Moore (Oakland University): (13:25) http://onlinelearningconsortium.org/consult/quality-
scorecard/
USF: (13:25) Excellent, will look into it.
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Lindsey Freer, University of Oregon: (13:27) There was an excellent presentation on implementing the
OLC scorecard at last week's UPCEA centennial conference. Sessions can be viewed online
http://conferences.upcea.edu/annual2015/onlinepass.html
Kathy@DU: (13:31) Is learning improved?
AJ Kelton / Montclair State University: (13:33) what students "like" and what is effective as a teach tool -
different things.:-)
Martha Ezell: (13:33) are you talking about lectures in person?
Barbra Burch: (13:33) Online lectures.
Barbra Burch: (13:33) Kay will get to student learning.
Donnie Sendelbach: (13:33) @AJ agreed
Malcolm Brown: (13:34) @AJ true!
Veronica Diaz: (13:35) Barbra, please see my private chat to you
USF: (13:35) How do these standards assist in evaluating new methodologies and technologies that
aren't necessarily backed by good instructional design principles? For example, high end videos,
gamification, immersive environments etc
AJ Kelton / Montclair State University: (13:35) I think students think they like lecture because they
believe they are paying for a teacher to teach them - not constructivist at all.
Sinky Zheng: (13:35) I agree with you AJ
Malcolm Brown: (13:36) @AJ could be.But also some faculty deliver effective and engaging lectures
Donnie Sendelbach: (13:36) evidence of better learning
Malcolm Brown: (13:36) It's a complex, layered phenomenon
OPDS, Northern Illinois University: (13:37) other: overall ROI
Sandie Miller William Paterson University: (13:37) Students like lectures because that's what they are
used to
Leslie Harris, Bucknell University: (13:37) What about specific improvements in student learning?
Sue Stockly: (13:37) relevance to jobs and careers
Amarjit Kaur: (13:37) Teacher presence is also seen as lecture delivery
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Leslie Harris, Bucknell University: (13:37) Also . . .increased student academic engagement
MSU college of education: (13:37) meetng the course objectives/learning objectives
Natalie Snider: (13:37) Other-evidence of improved student practice
Elizabeth Hodas - HMC: (13:38) Student engagement
Malcolm Brown: (13:38) agree with Donnie: evidence of "better" learning
Robert O'Connor, Texas State University: (13:38) The online course is at least similar in content,
assignments, grades, retention, etc. as face-to-face courses.
Tawnya Means - University of Florida: (13:38) Other-improved student outcomes
Lois Christ University of Arizona: (13:38) Other = all of the above
Ginger Loggins: (13:38) So, @AJ if you de-emphasize lectures, how do you get students on board with
that?
Kalli Binkowski - U of MN: (13:38) lectyre is easier than other methods for aquiring information on their
own.
USF: (13:38) Improved transfer of learning into other courses, profession etc.
Suhasini Kotcherlakota University of Nebraska Medical Center: (13:38) I think all are important..
Sandie Miller William Paterson University: (13:38) @Amarjit - teacher presence can also be presence indialogues such as discussion forums, videos, etc.
Kathy@DU: (13:38) agree - improved studend outcomes
Margie Rohr: (13:38) student outcomes
Michael Weinraub: (13:38) Perhaps improved grade includes this but perhaps not: improved student
outcomes
University of Nebraska at Omaha (UNO): (13:39) We agree with USF
Kevin Hulen (University of North Florida): (13:39) We find that in order to maximimize the effectivenessof quality assurrance measures (QM, W3C, etc) you need to also be using a standardized course
template. In particular, if you are developing fully online programs.
Sandie Miller William Paterson University: (13:39) This poll tends to equate improved grades with better
student outcomes - not always a direct correlation
AJ Kelton / Montclair State University: (13:39) awesome representation from the Garden State!:-)
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Tanya Joosten (UWM, DETA Resarch Center): (13:41) were tweeting using #ELIWEB if some of you want
to join
Nancy @ UIC: (13:42) Evidence of passing board exams
Kathy@DU: (13:43) faculty development is a critical component for improving all courses (online,
blended & F2F)
AJ Kelton / Montclair State University: (13:43) "better"?
Kevin Hulen (University of North Florida): (13:43) Something that people don't often mention when
comparing before and after courses, is the instructor is also changing i.e., their ability to effectively
deliver a course. So, the QM rubric does not deal with delivery; however, that is a major component of
successful (after) courses.
Malcolm Brown: (13:44) @kevin a good point
Sandie Miller William Paterson University: (13:44) @Kevin - yes, a good point. Perhaps we need QM for
delivery and not just course design
Barbra Burch: (13:45) Research information on QM
websitehttps://www.qualitymatters.org/researchWhat We're Learning from Quality Matters-focused
Researchhttps://www.qualitymatters.org/node/1866/download/What%20we%27re%20learning%20pa
per_FINAL_May%2018%202012_Dec2012ks.pdfQM Research
Libraryhttps://www.qmprogram.org/qmresources/research/Toolkit for Designing QM-focused Research
https://softchalkcloud.com/lesson/serve/irsu5Mk1P8WFR4/html
Kevin Hulen (University of North Florida): (13:45) We have Teaching Online Training seminars for
communicating best practices in delivery
AJ Kelton / Montclair State University: (13:45) [clap clap clap]
Barbra Burch: (13:45) I have put some links for resources about QM and QM research in the chat.
Alan Vespie: (13:45) Thank you.
Sandie Miller William Paterson University: (13:46) If we don't assume that the pre-QM course was poor
(and I agree that we can't do that), we will still need to directly compare on the same variables the preand post. Thus research will need to be done with the existing course as well.
Malcolm Brown: (13:47) @sandie agreed
Donnie Sendelbach: (13:47) faculty won't buy in if there isn't a same as or better. why do the work of
online if there isn't evidence of "improvement."
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Barbra Burch: (13:47) Yes - lots of challenges in isolating the impact of QM on the course.
Donnie Sendelbach: (13:48) (channeling comments I've heard on campus)
Malcolm Brown: (13:49) the most important factor in Roger's model of the diffusion of innovation is anobservable advantage that would be obtained by adopting the innovation
Malcolm Brown: (13:51) I'm curious: how effective a measure are reports & testimonies in the
determination of what works?
Sandie Miller William Paterson University: (13:53) This poll only goes to show that our eyes are not
necessarily on the target - student learning. Testimonials are an indirect assessment and not really a
good measurement of whether students have actually learned.
Malcolm Brown: (13:54) @Sanide so suggesting that reports etc are something of a proxy?
Lisa Star, EDUCAUSE: (13:54) http://tinyurl.com/seicases
Malcolm Brown: (13:56) By the way: the ELI is always looking for SEI case studies.Contact us if you have
done some research that would fit in with this series
Malcolm Brown: (13:57) you can reach me at [email protected]
Sandie Miller William Paterson University: (13:57) @Malcolm reports measure how folks feel - they are
indirect assessment. They can be very good indicators of how well a student may do (students tend to
feel they are doing well in courses although often when it's contrary to the truth), but the core of what
they have learned needs to come out in a direct assessment - a demonstration of that learning e.g.ePortfoliio, problems solved, etc.
Kalli Binkowski - U of MN: (13:57) SEI stands for what?I missed it.
Malcolm Brown: (13:57) @Sandieagreed
Malcolm Brown: (13:57) Seeking Evidence of Impact = SEI
Malcolm Brown: (13:58) It's the title of our initiative
Kalli Binkowski - U of MN: (13:58) thanks!
Kevin Hulen (University of North Florida): (13:59) We place Midterm Surveys in all online program
courses so we can collect data on student acceptance of the overall course design, which is in part due
to QM but mostly due to the design of our course template.
AJ Kelton / Montclair State University: (13:59) will the link to the guide be sent along with the URL for
the recording for this session?
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USF: (13:59) I'm surprised that transfer of learning, either to other more advanced courses or to
professional certification exams, application of skills in the workplace (employer surveys) are not rated
as highly as testimonials which as Sandie correctly points out are indirect and anecdotal assessments of
the teaching and learning experience.
Malcolm Brown: (13:59) @Kevin could you clarify what you mean by acceptance of course design
Laura Bestler @Iowa State University: (14:00) Thank you :)
Malcolm Brown: (14:00) Veronica = [email protected]
Malcolm Brown: (14:00) Doing an SEI case study is pretty easy, if you've done the work: we have a writer
who does the heavy lifting on that aspect of the composition
Kevin Hulen (University of North Florida): (14:01) We have specific question in the survey tied directly to
decisions we made in coruse design. For example, "Is the course easy to navigate" or "Were you able toeasily find the Syllabus"those kinds of questions.
Malcolm Brown: (14:01) @Kevinah OK thanks!
AJ Kelton / Montclair State University: (14:01) will the link to the guide be sent along with the URL for
the recording for this session?
Carie UIdaho: (14:01) I'd want to find out the effectiveness of online discussions and Group work
Olgy Gary: (14:02) assessing effectiveness of MOOCs
Margie Rohr: (14:02) student engagment and learning outcomes
Nancy @ UIC: (14:02) In what ways does the introduction of iPads into the DMD curriculum impact
learning outcomes?
Veronica Diaz: (14:02) give us as much detail as you can on these :)
Sandie Miller William Paterson University: (14:02) Two things I'm interested in are Active learning and
mobile phone usage
Irma Sandercock: (14:02) Impact of Instructor Presence in an online course
Caroline Kong: (14:02) 1. how effective is the activity, and how do you create a general purpose scale to
rate the effectiveness (to match units with different leanring objectives)
Tawnya Means - University of Florida: (14:02) I would like to know about the most effective ways that
Teaching Centers can prepare faculty to teach effectively online and in blended courses
UMass Dartmouth: (14:02) Impact of instructor presence
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UMass Dartmouth: (14:03) ...on retention
Tim: (14:03) will we have access to the slides after the webinar
USF: (14:03) Innovative teaching models (flipped), effectiveness of video and video engagement tools.
Lauren: (14:03) Looking at the impact on language proficiency growth of flipping lessons in an ITV based
language couse environment.
B Mauter/University of Toledo: (14:03) said link was unavailable = too busy~
Natalie Snider: (14:03) We are working with non-traditional students already in the workforce so we are
looking at: Is there a change in their current work/practice? Are our students ready to learn in a variety
of settings?
Caroline Kong: (14:03) 2. teaching tools or methods?
Kathy@DU: (14:03) Do faculty development workshops about how to teach online improve the quality
of teaching in face-to-face courses?
Sandie Miller William Paterson University: (14:03) Ah, and of course, I've really looked at interactive
video and would like to continue to research that
Shelley Waltonen Moore, Kent State University: (14:03) What online teaching methods have the
greatest impact on student learning
Irma Sandercock: (14:03) Student engagement with online lectures
Natalie Snider: (14:04) Self-paced learning vs. interactive learning vs. hybrid?
Kalli Binkowski - U of MN: (14:04) How do different quality Moodle sites impact student learning and
satisfaction?What support helps instructors create effective online courses?
UMass Dartmouth: (14:04) impact of group work (online) for student learning
Gary Bender: (14:04) the impact of feedback and reflection by students and instructors
Lars Sorenson: (14:04) Student engagement with modularized content.
Malcolm Brown: (14:04) I love the diversity here
Donnie Sendelbach: (14:05) what combination of the three presences of Community of Practice are
most effective for different disciplines
Carmen Bou-Crick: (14:05) What are the best assessment methods for blended learning? rubrics,
multiple choice exams, short assignments, etc.?
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Malcolm Brown: (14:05) Also feedback on the template to tell us what else should be included in the
report of this kind of work
USF: (14:05) Mobile learning and its effectiveness. can it be documented by learning outcomes?
Malcolm Brown: (14:05) Also feedback on the template to tell us what else should be included in the
report of this kind of work
UMass Dartmouth: (14:06) I'm lost - Is the template in the google doc link?
Kalli Binkowski - U of MN: (14:06) Satisfaction survey at end of semester.scores on finals.% drops
Malcolm Brown: (14:06) and: is the data the right data? will it really tell you the 'real' story?
UMass Dartmouth: (14:06) thnx
Amarjit Kaur: (14:07) measuring teaching effectiveness for QM designed courses
MSU college of education: (14:07) Is the impact of our online courses equal to the face-to-face course
experiences and learning outcomes
Lauren: (14:07) Performance assessments in language will provide data and will be collected in rubrics
that assess a variety of aspects of language perforamance.
MSU college of education: (14:07) student satisfaction data
Kathy@DU: (14:07) Student surveys
MSU college of education: (14:07) learning outcome data
Carie UIdaho: (14:08) We need a way to measure student engagement
USF: (14:08) How do you shift the culture of the institution to adapt/comply to standards?
Sandie Miller William Paterson University: (14:08) I find it best to triangulate data - e.g. non-statistical
with statistical data using something like Atlas.ti and SPSS.
Malcolm Brown: (14:08) @Sandie and to mix qualitative and quantiative data
Sandie Miller William Paterson University: (14:08) @Carie - look at NSSE for student engagement dataalthough that is not for a specific class
Alan Vespie: (14:08) student satisfaction, student retention, employment/career movement
Malcolm Brown: (14:08) they both have strengths and weaknesses, obviously
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Carie UIdaho: (14:08) Also we need data that measures adult learning principles like application and
relevancy
Rochelle Newton: (14:08) MSU question (Is the impact of our online courses equal to the face-to-face
course experiences and learning outcomes) is interesting.How do you assess this?
Malcolm Brown: (14:09) If anyone can answer any of these big questions there may be Nobel Prize... ;-)
Kathy@DU: (14:10) @Malcolm - agree, this is the hard part
MSU college of education: (14:10) discussion here: SIRS data for both kinds of courses?
Lisa Star, EDUCAUSE: (14:10) @Tawnya - to extend your post - how do we know faculty training impacts
the learning environment
Rochelle Newton: (14:11) I am sure someone is thinking about these things.Surely there is sufficient dataon which is better but how does one know?
Laura Bestler @Iowa State University: (14:11) ((it was an excellent course too!!!))
Lisa Star, EDUCAUSE: (14:12) @Laura - thank you I will pass that on to Sue Hines!
Donnie Sendelbach: (14:12) how does institution size determine what is effective?
Kevin Hulen (University of North Florida): (14:12) We know that faculty training impacts learning
environment because after faculty have completed training they are able to implement best practices in
instructional design and pedagogy.
CU Online: (14:13) @kevin how do you know that faculty have implemented?
Kathy@DU: (14:13) @Kevin - do you have any studies that support this?
Tanya Joosten (UWM, DETA Resarch Center): (14:13) Hold on
Kathy@DU: (14:13) I believe it is true but would love to see some research evidence
Kevin Hulen (University of North Florida): (14:13) We look at the courses they develop and can see the
difference.
CU Online: (14:14) agreed@kathy would love to see this type of study/evidence
Sandie Miller William Paterson University: (14:14) @Kevin - Have you done any follow-up studies with
the students of these newly designed courses?
Shaun Moore (Oakland University): (14:14) Researching how faculty support centers are training faculty
to develop methods of teaching presence to create quality online courses
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Amy Grincewicz: (14:14) researching instructional design strategies to support deep learning across
disciplines
Lauren: (14:14) So far just case study focus on flipped lessons in language ITV courses.
MSU college of education: (14:15) Impact of learning space design
Veronica Diaz: (14:15) SEI Learning Spaces: http://www.educause.edu/events/eli-online-fall-focus-
session-re-imagining-learning-spaces/2014/exploring-impact-active-learning-spaces-teaching-and-l
OPDS, Northern Illinois University: (14:15) researching community formation and growth around online
course design
Don Olliff: (14:15) parallel courses wth different resources and methodology
Kay Shattuck (Quality Matters): (14:16) It's all about building a "body of evidence'"
Veronica Diaz: (14:16) LSRS: http://www.educause.edu/eli/initiatives/learning-space-rating-system
Sandie Miller William Paterson University: (14:16) @Malcolm We are using the LSRS now - would like to
discuss with you offline sometime
Tim: (14:16) I am very interested in simulation research
Sandie Miller William Paterson University: (14:16) Great! Thanks.
Veronica Diaz: (14:16) SEI Faculty Development: http://www.educause.edu/events/eli-online-seminar-
determining-effectiveness-your-faculty-development-program
Kevin Hulen (University of North Florida): (14:16) My role at UNF is to ensure quality control of the DL
courses, in particular, those in fully online programs. So, when faculty join our training I can asses their
training gaps. When they leave our training course I can again asses the impact of their training by
looking at the final development of the course.
Laura Bestler @Iowa State University: (14:17) ((zombie invasion? I hope she is okay...))
Barbra Burch: (14:18) I will just take this opportunity to re-post some of the QM resources on research -
if you have specific questions, you can contact us at [email protected] information
on QM websitehttps://www.qualitymatters.org/researchWhat We're Learning from Quality Matters-focused
Researchhttps://www.qualitymatters.org/node/1866/download/What%20we%27re%20learning%20pa
per_FINAL_May%2018%202012_Dec2012ks.pdfQM Research
Libraryhttps://www.qmprogram.org/qmresources/research/Toolkit for Designing QM-focused Research
https://softchalkcloud.com/lesson/serve/irsu5Mk1P8WFR4/html
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John L: (14:18) Has she tried turning it off and on again.- IT Crowd
Kathy@DU: (14:18) @Kevin - do you use the rubric to evaluate the courses after training is completed?
Nadia: (14:18) thanks!
Tanya Joosten (UWM, DETA Resarch Center): (14:18) Can someone promote me.I am on the dial in too
Tanya Joosten (UWM, DETA Resarch Center): (14:19) And i am trying to grab my mic on the computer
Tanya Joosten (UWM, DETA Resarch Center): (14:19) sorry
B Mauter/University of Toledo: (14:19) Good to know ! So I can follow up on web sites posted.
Shaun Moore (Oakland University): (14:19) yes
Kathy@DU: (14:19) we hear you
Elizabeth Fisher: (14:19) Yes
Margie Rohr: (14:19) yes
Kay Shattuck (Quality Matters): (14:19) yay!
MSU college of education: (14:19) yes
Veronica Diaz: (14:19) SEI Mobile Learning: http://www.educause.edu/library/resources/framing-
mobile-initiatives-measure-impact
Kevin Hulen (University of North Florida): (14:19) Courses after training look nothing like courses before
training. So, once we know that faculty are on the right path, we encourage them to track their own
success.
Laura Bestler @Iowa State University: (14:20) again...zombies...
Malcolm Brown: (14:20) can zombies scarf IP packets?
Kevin Hulen (University of North Florida): (14:21) Sorry but I have to leave for a DL meeting. I have
enjoyed this webinar and found it very useful. Thanks to all the speakers and chatters.
OPDS, Northern Illinois University: (14:21) @Malcolm - IP packets not as tasty as brains
Malcolm Brown: (14:21) @Kevin thanks for joining us
Malcolm Brown: (14:21) @OPDS maybe if they added salsa
OPDS, Northern Illinois University: (14:21) LOL
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Malcolm Brown: (14:23) The last 10 minutes will be Q&A with the presenters so feel free to participate
via the chat space
Laura Bestler @Iowa State University: (14:24) @Malcolm ((Yes.. yes they can... those are the REALLY fast
zombies from say... 28 days... not those from say Shaun of the Dead or Walking Dead)) sorry...
Sandie Miller William Paterson University: (14:27) Name of the book again?
Malcolm Brown: (14:27) footnote on the LSRS discussion: more info is here:
http://www.educause.edu/eli/initiatives/learning-space-rating-system
Donnie Sendelbach: (14:27) what is the title of the book again?
Olgy Gary: (14:27) title of book again?
Carie UIdaho: (14:28) http://nosignificantdifference.org/
Nancy @ UIC: (14:28) Definition of insanity ... doing the same thing over and over again LOL
Olgy Gary: (14:29) blog URL?
Veronica Diaz: (14:29) http://professorjoosten.blogspot.com/
Kathy@DU: (14:29) great point!
Tanya Joosten (UWM, DETA Resarch Center): (14:29) professorjoosten.blogspote.com
Olgy Gary: (14:29) thanks.
Wayne A - ASU: (14:29) http://www.amazon.com/Blended-Learning-Research-Perspectives-
2/dp/041563251X/ref=sr_1_3?ie=UTF8&qid=1426343660&sr=8-3&keywords=anthony+picciano
Veronica Diaz: (14:30) http://www.amazon.com/Blended-Learning-Research-Perspectives-
2/dp/041563251X/ref=sr_1_3?ie=UTF8&qid=1426343660&sr=8-3&keywords=anthony+picciano
USF: (14:30) Is this the blog post you are referring to?
USF: (14:30) https://www.insidehighered.com/blogs/higher-ed-beta/secret-blend
Olgy Gary: (14:30) thanks, Wayne and Veronica. :-)
Malcolm Brown: (14:35) it's a good set
Veronica Diaz: (14:35) http://uwm.edu/deta/desired-outcomes/
Veronica Diaz: (14:36) http://uwm.edu/deta/grant-summary/
Veronica Diaz: (14:36) http://uwm.edu/deta/research-model/
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Martha Schwer: (14:38) What does "currency" mean?
Mike Franks - UCLA Social Sciences Computing: (14:39) Are most people here instructors or support
staff? That would affect the last poll
CU Online: (14:40) @mike true...based on the results, I would assume so! :)
Shaun Moore (Oakland University): (14:42) Support staff here at OU
Tanya Joosten (UWM, DETA Resarch Center): (14:44)
https://docs.google.com/document/d/1pJs1d3RKJuIFA_4KtR6OthjRDjzvYbcavS3x10RABuM/edit
Laura Bestler @Iowa State University: (14:48) ::THUMBS UP::
Sandie Miller William Paterson University: (14:50) Thanks everyone - great webinar, but I'm afraid I must
go.
e-Learning Center @ NAU: (14:50) Thank you, great webinar - I'll share link with others here @ NAU
Lindsey Freer, University of Oregon: (14:51) Thanks for a great event -- excited to share it with my
colleagues
Nadia: (14:53) thanks!
USF: (14:54) This was a great program, thank you for the rich discussion and the thought provoking
questions!!
Veronica Diaz: (14:56) thanks to all of you for fantastic engagement and interaction!
Donnie Sendelbach: (14:56) Really great session and discussion. Thank you!
Barbra Burch: (14:57) Building on what has already been done in order to find out more.
MSU college of education: (14:57) Thank you!
Shelley Waltonen Moore, Kent State University: (14:58) This has been the most interactive and engaged
webinar I have ever attended! Kudos!
Don Olliff: (14:58) Have to go. Thanks for all the great information
Tanya Joosten (UWM, DETA Resarch Center): (14:58) Thanks all for coming!!
Shelley Waltonen Moore, Kent State University: (14:58) Thank you for the wonderful information and
collaboration!
Veronica Diaz: (14:58) thanks all! glad you enjoyed this!
8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)
http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 14/14
Uncommon Thinking for the Common Good™ educause.edu
Olgy Gary: (14:58) thank you. great webinar.
Carie UIdaho: (14:58) Love the brainstorming! thanks
Barbra Burch: (14:58) Thanks to all!
Lisa: (14:58) Thank you
Sam: (14:58) thank you, great webinar!
Tawnya Means - University of Florida: (14:58) Great session, thank you!
Amarjit Kaur: (14:59) thank you
B Mauter/University of Toledo: (14:59) Thank you! Great interaction/discussion/information.
Veronica Diaz: (14:59) ELI course: http://www.educause.edu/eli/events/eli-course-digging-badges
Alan Vespie: (15:00) Thank you for your presentations.
Kay Shattuck (Quality Matters): (15:00) thank you all!
Charles Wachira - Johns Hopkins 2: (15:00) Thank you