14
 Uncommon Thinking for the Common Good™  educause.edu EDUCAUSE Learning Initiative Webinar - Participant Chat: Links and A bbreviated 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 we ll 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.

Measuring the Effectiveness of Online/Blended Programs (271775857)

Embed Size (px)

Citation preview

Page 1: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 1/14

 

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.

Page 2: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 2/14

 

Uncommon Thinking for the Common Good™  educause.edu

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

Page 3: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 3/14

 

Uncommon Thinking for the Common Good™  educause.edu

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!:-)

Page 4: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 4/14

 

Uncommon Thinking for the Common Good™  educause.edu

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."

Page 5: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 5/14

 

Uncommon Thinking for the Common Good™  educause.edu

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?

Page 6: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 6/14

 

Uncommon Thinking for the Common Good™  educause.edu

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

Page 7: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 7/14

 

Uncommon Thinking for the Common Good™  educause.edu

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.?

Page 8: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 8/14

 

Uncommon Thinking for the Common Good™  educause.edu

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

Page 9: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 9/14

 

Uncommon Thinking for the Common Good™  educause.edu

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

Page 10: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 10/14

 

Uncommon Thinking for the Common Good™  educause.edu

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 

Page 11: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 11/14

 

Uncommon Thinking for the Common Good™  educause.edu

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

Page 12: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 12/14

 

Uncommon Thinking for the Common Good™  educause.edu

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/ 

Page 13: Measuring the Effectiveness of Online/Blended Programs (271775857)

8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)

http://slidepdf.com/reader/full/measuring-the-effectiveness-of-onlineblended-programs-271775857 13/14

 

Uncommon Thinking for the Common Good™  educause.edu

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!

Page 14: Measuring the Effectiveness of Online/Blended Programs (271775857)

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