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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 Learning: Facilitating Institutional Change At the University of Wisconsin-Madison

#Twitter: 
#blended20897
Presenter(s)
Chad Shorter (University of Wisconsin-Madison, USA)
Timmo Dugdale (University of Wisconsin-Madison, USA)
Session Information
July 9, 2014 - 10:10am
Track: 
Blended Models and Course Design
Areas of Special Interest: 
Institutional Initiatives
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Governor's Square 11
Session Duration: 
50 Minutes
Session: 
Information Session 5
Abstract

Using Graham, Woodfield, and Harrison's framework as a guide, we'll look at how we've positioned our blended program to advance to its next stage.

Extended Abstract

Using Graham, Woodfield, and Harrison's "A framework for institutional adoption and implementation of blended learning in higher education" as a guideline, we discuss how the University of Wisconsin-Madison has designed its blended learning program and support structures to build a campus-wide blended learning initiative.


We will share and invite discussion around the struggles and successes of this fast-moving implementation at an RH/VU (R1) university. Topics will include:

  • Faculty development and course design programs — our process of establishing a Blended Learning Fellowship Program and Blend@UW Course Design Program;
  • Blended learning landscape on our campus a few years ago and now: notes on models and definitions of blended learning - NCAT Models;
  • Support and development resources — Digital Media Center, Student Online Course Support, and List of Supported Blended Learning Applications; and
  • Cultural / infrastructural elements — Registration; Campus Course Redesign Processes, Classroom Scheduling; and others.


We will also highlight:

  • The importance of cross-campus partnerships;
  • How momentum can be sustained for the longer term;
  • Different types of "engagements" with campus to elevate the conversation and initiate action; and
  • Encouraging a faculty-driven approach to blended learning initiatives



OUTCOMES: This session aims to help identify strategies for developing a series of campus engagements on blended learning. We'll share what we've learned (and what we're still learning) from our first experiences in creating these programs. We also hope to learn from audience participants that have recently started or soon will start similar programs on their campuses.


As a result of our session, participants will:

  • dentify the stage of adoption for their institute and be able to develop appropriate initiatives based on that stage;
  • Identify some of the challenges upon developing blended learning initiatives in a research-focused institution.
  • Think critically about opportunities for creating blended learning initiatives in an multi-disciplinary, decentralized environment.
  • Consider advantages of a collaborative program framework that brings together campus units and allows for flexible and varied options to explore blended learning.
  • Visualize a portfolio of "sustainable" and scalable services to be developed to meet a variety of instructor experience in this field.



SESSION PARTICIPATION STRATEGIES: We'll engage participants in an institutional assessment process in which participants will identify their institutional stages and develop strategies for moving their institutions forward

Lead Presenter

Chad Shorter is a Learning Technology Consultant at the University of Wisconsin-Madison. He partners with faculty and staff in formalized development programs, workshops, and consultations to help them make thoughtful decisions about teaching and learning. Lately his focus has been on blended learning faculty development and course design. He came to his current role as a teacher, having taught courses at the university level for eight years. He has a BA in Italian from Brigham Young University and an MA in Italian Language and Literature from the University of Virginia.