Hybrid PhD symposium SITE 2013

The Hitchhiker’s Guide To Hybrid and Online Doctoral Programs

“A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.” - Douglas Adams

“I may not have gone where I intended to go, but I think I have ended up where I intended to be.”

— Douglas Adams

The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen Bringing it home Ann Thompson / Punya Mishra

Bridging the Research-Practice Gap via the eDoctorate: An Overview

Punya Mishra

“The main reason he had had such a wild and successful life was that he never really understood the significance of anything he did.�

-- Douglas Adams

Conflicting Views

Factors...

The Theory - Practice Gap

In theory, there is no difference between theory and practice.

But, in practice, there is —Jan L.A. van de Snepscheut

AND

Economic pressures!

Do more with less.

AND

The rise of online learning!

AND

Teaching & Learning in the professions

Nuclear Physics v.s. Education

AND

Listening to students‌

No single solution

Many flavors

Today…

The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen

Thank You

Punya Mishra: punya@msu.edu

Research Preparation of Doctoral Students Enrolled in an Online Program

Tandra Tyler-Wood Greg Jones

“The Guide is definitive.

Reality is frequently inaccurate.” -Douglas Adams

University of North Texas Ph.D. in Learning Technologies Program: Managing Program Research Requirements in an Online Environment Tandra L. Tyler-­‐Wood, Ph.D. LT PhD Student Coordinator Greg Jones, Ph.D. LT PhD Program Coordinator

Program DescripJon The doctorate in Learning Technologies focuses on defining, understanding and expanding the synergy of technology and learning/instruc9onal systems theory.

Graduates of the program work as faculty, instructors, teachers, instruc9onal designers, directors of distance educa9on, technology coordinators, trainers, and other posi9ons in the instruc9onal, educa9onal, and learning technology fields.

Admission • CompeJJve • Yearly Cohort Admission –Cohorts start summer semester

• Program Admission-­‐juried decision based on faculty review of applicants credenJals • Targeted Audience-­‐professionals with commitments that make coming to campus difficult

Delivery Model Distributed OpJon: • 100% Online Courses with focused Mentoring • Yearly Annual MeeJng (face-­‐to-­‐face) held before ISTE •Required of all parJcipants •Most research and staJsJcs courses are offered in summer and begin during the summer meeJng •Advisement in summer meeJng •DissertaJon proposal and defense

Distributed Program • Cohort, with sub-­‐cadres based on Faculty Mentors • Day One Academic CommiZees consisJng of – Two Degree Program Faculty – Associate Graduate Faculty Mentors (with Faculty Status)

• Associate Grad Faculty Mentors take lead on Academic Advising • Length of Program – 3 years course work, 1 to 1.5 years dissertaJon – Expected graduaJon within 4.5 years

DissertaJon • Por^olio/Oral Defense in lieu of Qualifying Exams • CommiZee –Co-­‐Chairs of • Degree Program Faculty & Assoc Graduate Fac Mentor

• DissertaJon Proposal Defense • DissertaJon Defense • Current program graduaJon rate aber successful por^olio defense is above 95%

Research Challenges • Many of the online students come with exisJng “agendas” – 100% of face to face advisees seek to work with advisors on ongoing research – 13% of online advisees seek to work with advisors on ongoing research

• Issues with IRB • Online students are “added” to exisJng workload— not a replacement for exisJng students

Research Challenges • Networking • Accessing stats programs • Job market for face to face vs. online program • Time commitment of faculty • University resources

State of Program • 1st staJsJcs class with research project, highly successful • Enrollment increasing • First year students presenJng arJcles at SITE

They ARE Out There!!!

• UNT first year doctoral student making presentaJons at SITE: – Jennifer Miller

• STEAM for Student Engagement • MagneJc Space Challenge

– Whitney Kilgore and Leah Mangrum

• Faculty SaJsfacJon Teaching Online Courses

– Cliff Zintgraff

• Gelng Students High School Ready with Whyville

– Mike Marmon and Josh Gordesky

• The EffecJveness of Ancillary Learning Aids on the CogniJve Process of Reading Comprehension

Data We Need to Collect • SaJsfacJon with staJsJcs coursework • SaJsfacJon with research opportuniJes • PresentaJon and publicaJon record • Employment –Do they receive jobs?

–Are they “under-­‐employed?”

–Are they successful with rising through the ranks?

More InformaJon hZp://lt.unt.edu/ltphd Tandra L. Tyler-­‐Wood tandra.wood@unt.edu Greg Jones greg.jones@unt.edu

Thank You

Tandra Tyler-Wood: Greg Jones:

Tandra.Tyler-Wood@unt.edu Greg.Jones@unt.edu

Designing a Hybrid PhD: What Have We Learned?

Matthew Koehler

Andrea Zellner

“A common mistake that people make when trying to design something completely foolproof is to underestimate the ingenuity of complete fools.� - Douglas Adams

Design of face to face program

Coursework Milestones / Research Advising Academic Community Experiences

Coursework

Coursework 2 Proseminar courses 4 Methods courses 3 Core Courses (Ed Tech or Ed Psych) 5 Area of Concentration Courses (individualized) 24 Dissertation Credits

Coursework

Coursework Milestones / Research 2nd Year Practicum Comprehensive Exams (a “submittable paper� plus oral defense of breath of knowledge) Dissertation

Coursework Milestones / Research

Coursework Milestones / Research Advising 1st Year Advisor, followed by “permanent� advisor Guidance Committee Regular meetings

Coursework Milestones / Research Advising

Coursework Milestones / Research Advising Academic Community Talks, Colloquium, Research groups Formal and informal conversations Networking

Coursework Milestones / Research Advising Academic Community

Coursework Milestones / Research Advising Academic Community Experiences

Design of our hybrid program

“There is an art to flying... the knack lies in learning how to throw yourself at the ground and miss.”

– Douglas Adams

Coursework Change in delivery format only Two courses in summer hybrid Two weeks face-to face All day, M-F Seven weeks online One course in fall & Spring (online) Instructional model varies (some with f2f students, some online only, some synchronous, some asynchronous) Each course is a new island of instructional innovation

Milestones / Research No change Students can defend practicum, comprehensive exams, dissertation via Skype

Advising Challenge to meet regularly, online, during odd hours (nights and weekends)

Additional coordinator assigned to meet regularly with students

Academic Community Attempts to pair hybrid students with face to face students

Attempts to facilitate remote attendance at talks

Recording of talks and colloquia

Experiences Less involvement in research projects

Playing to the strengths of their work contexts in schools and other educational settings

Lessons Learned “I'd take the awe of understanding over the awe of ignorance any day.”

— Douglas Adams

“We notice things that don't work. We don't notice things that do. We notice computers, we don't notice pennies. We notice e-book readers, we don't notice books.”

— Douglas Adams

Equivalent or Better Incoming GREs Rate of completion on practicums Performance in courses Attrition

Courses are producing innovations

Inquiries, applications, and enrollments

“Would it save you a lot of time if I just gave up and went mad now?”

— Douglas Adams

The Technology “We are stuck with technology when what we really want is just stuff that works.”

— Douglas Adams

“Anything invented after you're thirty-five is against the natural order of things” — Douglas Adams

Advising

“Even a manically depressed robot is better to talk to than nobody.”

— Douglas Adams

Faculty Time

“Time affords us the ability to blame past errors on others while whole heartedly pronouncing our futures successes.”

— Douglas Adams

Research Experiences

“It can be very dangerous to see things from somebody else's point of view without the proper training.”

— Douglas Adams

Building Community

We Don’t Know What We Don’t Know “We demand rigidly defined areas of doubt and uncertainty!”

— Douglas Adams

Right time, Right place

“I may not have gone where I intended to go, but I think I have ended up where I needed to be.”

— Douglas Adams

Thank You

Matthew Koehler mailto:mkoehler@msu.edu Andrea Zellner mailto:zellnera@msu.edu

“Would it save you a lot of time if I just gave up and went mad now?”

— Douglas Adams

Thank You

Matthew Koehler: mkoehler@msu.edu Andrea Zellner: zellnera@msu.edu Punya Mishra: punya@msu.edu

A Design and Teaching Model for Online and Hybrid Learning Environments

Mike Spector Lin Lin

“we demand rigidly defined areas of doubt and uncertainty!”

-- Douglas Adams

A Design and Teaching Model for Online and Hybrid Learning Environments

Lin Lin, Ed. D. Associate Professor University of North Texas Lin.Lin@unt.edu

A Design and Teaching Model for Online and Hybrid Learning Environments

Lin Lin, Ed. D. Associate Professor University of North Texas Lin.Lin@unt.edu

The Model: Three Inquiry Spaces Learning Environments

The Model: Three Inquiry Spaces Learning Environments

The Model: Three Inquiry Spaces Learning Environments

Individual Inquiry Space

The Model: Three Inquiry Spaces Learning Environments

Individual Inquiry Space

Collaborative Inquiry Space

The Model: Three Inquiry Spaces Learning Environments

Formative Space towards Expertise

Individual Inquiry Space

Collaborative Inquiry Space

Research: Culture of Use Learning environments Collaborative inquiries Discourse/Dialogue: Inquiries towards individuals’ actions and interactions Co-construction of

expertise

Individual drive for expertise andfor new Individual drive expert and new knowledge knowledge

Collaborative drive for drive for expert Collaborative and new expertise and new knowledge

Communication & Learning

knowledge

Expert knowledge: Individual expertise and collaborative coconstruction of expertise

Individual inquiries

Discourse / Dialogue individuals’ actions and interactions

Collaborative inquiries

Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.

Research: Culture of Use Learning environments Collaborative inquiries Discourse/Dialogue: Inquiries towards individuals’ actions and interactions Co-construction of

expertise

Individual drive for expertise andfor new Individual drive expert and new knowledge knowledge

Collaborative drive for drive for expert Collaborative and new expertise and new knowledge

Communication & Learning

knowledge

Expert knowledge: Individual expertise and collaborative coconstruction of expertise

Individual inquiries

Discourse / Dialogue individuals’ actions and interactions

Collaborative inquiries

Lin, L. (2008). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.

Research: Culture of Use

Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces

Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games

Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games

Communication and Knowledge Construction

TEXT

Research: Culture of Use

Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces

Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games

Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games

Communication and Knowledge Construction

TEXT

Research: Culture of Use

Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces

Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games

Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games

Communication and Knowledge Construction

TEXT

Research: Culture of Use

Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces

Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games

Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games

Communication and Knowledge Construction

TEXT

Research: Culture of Use

Formation of Expertise •Desire to offer help, provide suggestions, solutions, information; facilitate •Formation of a community of expertise through individual and group actions and interactions •Convergence and divergence of private and public spaces

Individual Inquiry Space •Desire to think aloud, reflect, broadcast, elaborate, and seek connections TEXT •Self-controlled/directed, expressive, uninterrupted •e.g., Blog; Discussion Forums; Games

Collaborative Inquiry Space •Desire to reach out, question and respond, bring about multiple perspectives; disagree, TEXT challenge, and co-construct ideas •Collaborative, challenging and co-creative •e.g., Wiki; Discussion Forums; Games

Communication and Knowledge Construction

TEXT

Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study.

-- Plato

Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)

Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study.

-- Plato

Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)

Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study.

-- Plato

Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979)

Adult Learning

Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)

Literature Teachers could not fruitfully instruct those who would not teach themselves, who would only respond passively to the most convenient appearance; the most teachers could do was to convert such inert souls to active study.

-- Plato

Study Place & Self-directed Learning Adult Learning

Self-Directed Learning and Study Place (Brookfield, 2000b; Candy, 1991; Knowles, 1975; McClintock, 2000; Merriam; Tough, 1979) Adult Learning, incl. experiential learning, self-directed learning, feminist pedagogy, situated cognition, critical theory, and transformative learning, as well as new approaches having to do with emotions, consciousness, shadow, and the body (Brookfield, 1986, 1999; Cranton, 1994; Freire, 1970; Habermas, 1971, 1979; Mezirow, 1990, 2000; Merriam, 1999, 2001)

Literature

• • • •

Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality

Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning

Literature

• • • •

Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality

Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning

Literature

• • • •

Socratic dialogue (Plato, 1961): questioning Martin Buber (1958, 1965): “I-thou” from an “I-it” relationships David Bohm (1996): dialogue - flow of meaning Paulo Freire 1970): dialogue - co-creating of a new existential reality

Dialogue: humanity, equality, participation, questioning, listening, facilitation, and co-construction of new and shared meaning

Dialogue & Collaborative Inquiry

Literature

Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967 When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation.

But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002

Literature

Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967 When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation.

But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002

Literature

Our "Age of Anxiety" is, in great part, the result of trying to do today's job with yesterday's tools with yesterday's concepts. McLuhan, 1967

Learning Across Time and Space & Technology Mediated Dialogue

When print was invented, did it destroy writing? Just the opposite, and print is here to stay. Like writing is. New media do not cancel out the old. They build on them, reinforcing them and—this is what most people miss— radically changing their mode of existence and operation.

But in their changed form the old media are stronger than ever. – Walter Ong, 2002 Davydov, 1990; Eisenstein, 1983; Innis, 1951; McLuhan, 1994; Pelto, 1987; Turkle, 1997; Vygotsky, 1962, 1978; Ong, 2002

Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts?

• more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005

Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts?

• more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005

Literature Expert • monitor one’s approach to problem-solving and to be metacognitive • Active learner (ability to teach oneself) and reflective thinker Expert or Experts?

• more public are involved in knowledge creation and transmission • the division of knowledge creators and knowledge receivers has been eroding • the role of transmitting knowledge is eroding rapidly because basic transmission tasks are handled by knowledge carrying objects Bransford et al,1999; Natriello, 2005

Expertise

Literature Review

Learning across Time and Space

Literature Review

Learning across Time and Space

Literature Review

Study place & Self-directed Learning

Learning across Time and Space

Literature Review

Study place & Self-directed Learning

Learning across Time and Space Dialogue & Collaborative Inquiries

Literature Review

Study place & Self-directed Learning

Learning across Time and Space Expert Knowledge

Dialogue & Collaborative Inquiries

Creating Online Spaces to Facilitate Learning and Inquiries

Inquiries and Online Spaces

Pedagogies

Independent Reflection; Inquiry // Self- Critical study Space Thinking Problemsolving; Integration of instructional design models for varied Inquiry with activities and Experts / Expert goals; Dialogue Inquiry Space and facilitation

Collaborative Inquiry // Peerto-peer & Collaborative Space

Technologies

Social media; Multimedia; Games and Simulation; Mobile technologies; etc.

Learning/Actions

Comprehension; Creation; Personal Responsibility

Problemsolving; Learners as Creators and Co-facilitators Focus; Guidance; Co-creation

Creating Online Spaces to Facilitate Learning and Inquiries

Inquiries and Online Spaces

Pedagogies

Independent Reflection; Inquiry // Self- Critical study Space Thinking Problemsolving; Integration of instructional design models for varied Inquiry with activities and Experts / Expert goals; Dialogue Inquiry Space and facilitation

Collaborative Inquiry // Peerto-peer & Collaborative Space

Technologies

Social media; Multimedia; Games and Simulation; Mobile technologies; etc.

Learning/Actions

Comprehension; Creation; Personal Responsibility

Problemsolving; Learners as Creators and Co-facilitators Focus; Guidance; Co-creation

Applications  Encouraging premise reflection (self-direction)  Allowing individual differences in learning through different interactions with people and technologies (meaningful dialogues)  Creating community and network (forming collaboration and expertise)  Encouraging the key student players in a learning environment (expertise)  Using technologies old and new

Applications  Encouraging premise reflection (self-direction)  Allowing individual differences in learning through different interactions with people and technologies (meaningful dialogues)  Creating community and network (forming collaboration and expertise)  Encouraging the key student players in a learning environment (expertise)  Using technologies old and new

Q&A

Questions Lin Lin University of North Texas Lin.Lin@unt.edu http://courseweb.unt.edu/llin

Q&A

Questions Lin Lin University of North Texas Lin.Lin@unt.edu http://courseweb.unt.edu/llin

Thank You

Mike Spector

Lin Lin:

Mike.Spector@unt.edu

Lin.Lin@unt.edu

Q&A (1) These presentations can be downloaded from punyamishra.com

Short Break (15 minutes)

The Hitchhiker’s Guide To Hybrid and Online Doctoral Programs

“A learning experience is one of those things that says, 'You know that thing you just did? Don't do that.” - Douglas Adams

The Hitchhiker’s Guide to Hybrid and Online Doctoral Programs Bridging the Research-Practice Gap via the eDoctorate: An Overview — Punya Mishra Research Preparation of Doctoral Students Enrolled in an Online Program — Tandra Tyler Woods & Greg Jones Designing a Hybrid Ph.D.: What Have We Learned? — Matthew Koehler A Design and Teaching Model for Online and Hybrid Learning Environments — Lin Lin & Mike Spector Student Support in a Hybrid Ph.D. Program — Patrick Dickson & Robin Dickson An Online Doctoral Seminar in Program Evaluation — Mike Spector On Teaching and Design in a Hybrid Platform — Danah Henriksen Bringing it home Ann Thompson / Punya Mishra

Student Support in a Hybrid Ph.D Program

Robin Dickson Patrick Dickson

He experienced one of those “self” moments, one of those moments when you suddenly turn around and look at yourself and think “Who am I? What am I up to? What have I achieved? Am I doing well?” -- Douglas Adams

Student Support in a Hybrid PhD Program Robin K. Dickson & W. Patrick Dickson Michigan State University SITE 2013, New Orleans

Educational Psychology & Educational Technology

2010 & 2012 Hybrid PhD Cohorts and Faculty - June 28, 2012

People Support for People

Admissions 2011 Current'56'EPET'Ph.D.'Students' by'Hybrid'or'Face;to;Face' Hybrid#

Face/to/Face#

The$79$EPET$Ph.D.$Students$If$All$23$Oered$ Admission$for$2012$Accept$by$Hybrid$or$FaceFtoFFace$ (as$of$Feb.$27)$$ Hybrid$

12#

FaceFtoFFace$

52# 27#

44#

People Supporter • • •

Recruitment Answer Questions Link inquirers to faculty

Led to a core question: How do we create an environment that fosters hybrid students’ success?

The goal is to see everyone walk across the stage...

Becoming a Cohort

2010 Cohort Comes to Campus Kick-Off Party!

Two Intensive Weeks On Campus

Deans’ Lunch

On-Going Support

I Skype with students ~every 2 weeks: What do we talk about?

• • • • •

Research ideas Classes Papers / Conferences Program Requirements “How’s it going?”

Program Challenges • Time of day: Students work full time • Faculty shift toward 4-time zone • Orientation Guide • EPET Program Handbook / Website • Design Studio: edTalks • Cycle Repeats: Second Cohort 2012

Technology Support •

Computers with highspeed Internet

•

Headsets and microphones, video cameras

• • •

iPads Design Studio: edTalks Course syllabi

December 2013 Application Deadline for Cohort 3: Challenge of Dealing with a Large Number of Applications

400

?

300

200 296

269

100 144

0

2010

2012 Number of Inquiries

2014

Big Issues •

Cohorts 1 & 2: Completing comprehensive exams and dissertations.

•

Admit hybrid students to support other college initiatives in Ireland, China (DOCTRID)

• •

How many to admit?

•

Match with faculty interests; new faculty hires.

•

Do we admit international students?

Restrict to certain time zones?

Qualifications for this crucial liaison role • •

Must have Ph.D.

• • •

Understanding of research Ability to work with other faculty

Needs maturity to understand lives of people with children, families, taking care of parents, jobs.

Rare combination of skills

Thank you!

Questions?

Comments?

Email us: rdickson@msu.edu pdickson@msu.edu

Thank You Robin Dickson: Patrick Dickson:

rdickson@msu.edu pdickson@msu.edu

An Online Doctoral Seminar in Program Evaluation

Mike Spector

“It can be very dangerous to see things from somebody else’s point of view without the proper training.” -Douglas Adams

Department of Learning Technologies

If we teach today as we taught yesterday, we rob our children of tomorrow – John Dewey, 1915 The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn – Alvin Toffler, 2012

The future of learning, instrucJon and performance ???

J. Michael Spector, PhD Mike.Spector@unt.edu Professor and Chair, Learning Technologies

Department of Learning Technologies

• Learning Technologies – formed in 2008 in the College of InformaJon to support Learning, Instruc0on and Performance in the Digital Age • LT PhD – Two programs: one hybrid and one online distributed doctorate that began in June 2012 • CECS 6800 Special Topics – an online doctoral seminar that is an elecJve in both programs • CECS 6800 Special Topics in Program/Project EvaluaFon – first offered in the Fall of 2012 and the focus of this presentaJon

Department of Learning Technologies

Doctoral Seminar in Program and Project EvaluaFon • Open to any graduate student at UNT but designed for LT doctoral students • In the Fall, there was a roughly equal mix of LT, LIS, and College of EducaFon graduate students – 12 altogether, a nice size for an online doctoral seminar • Why offer this parFcular elecFve? – Jobs in program evaluaFon naFonwide • 429,310 program evaluaFon related jobs found on SimplyHired on March 1, 2013 compared with 23,349 found related to instrucFonal design – Natural bridge between research and pracFce • A logic model is a common tool for both research and pracFce – Standard component of many curricula – A personal reason

Department of Learning Technologies

–Design Strategy • Emulate a seminar environment to the extent possible; post introducJons with an opJonal personal note; semi-­‐structured weekly discussions around a core issue, problem, or reading • Include authenJc tasks – all students selected current or planned programs as the focus of their acJviJes • Provide high quality online resources along with an inexpensive casebook (Program Evalua0on in Prac0ce by Dean Spaulding) • Keep the learning environment simple and straigh^orward hZps://learn.unt.edu/

Department of Learning Technologies

Topics covered Users, clients and stakeholders Needs assessments and problem idenJficaJon AlternaJve soluJon approaches Logic models Components and variables in an evaluaJon plan Ethical issues in evaluaJon Fidelity of implementaJon studies / formaJve evaluaJon Impact studies / summaJve evaluaJon The bridge from evaluaJon to research

Department of Learning Technologies

Targeted knowledge and skills ConducJng and analyzing a needs assessment Framing the problem and idenJfying likely soluJons Developing a logic model CriJquing an evaluaJon plan in response to an RFP Fulfilling InsJtuJonal Review Board requirements Designing a fidelity of implementaJon study Designing an impact study WriJng a coherent evaluaJon plan

Department of Learning Technologies

–Assignments • Online Discussions • Logic Model • CITI CerJficaJon • EvaluaJon CriJque • EvaluaJon Plan

20%

25%

5%

25% 25%

Each assignment had specific guidelines and rubrics. A pracJce logic model exercise preceded the graded logic model acJvity. A sample evaluaJon criJque preceded the actual evaluaJon criJque which was followed by the criJque that evaluaJon plan actually received. The evaluaJon plan was a comprehensive acJvity that required the inclusion of the logic model revised based on earlier feedback.

Department of Learning Technologies

Sample discussion topic: As the World Bank book on needs assessment makes clear, a needs assessment is aimed at idenJfying gaps between a current condiJon or situaJon and a desired state of affairs. that reading also suggests that involving mulJple people with different perspecJves is important in conducJng a needs assessment. The gap between the current state of affairs and the desired state of affairs is what leads to a subsequent search for and implementaJon of a suitable soluJon -­‐ the project or program that becomes the subject of a program evaluaJon. That gap also determines the primary outcome variables that will drive the intervenJon and its evaluaJon. The reading by Clark on cogniJve task analysis describes a process to determine performance goals for a training program using input primarily from experts. It is not unusual for a needs assessment to result in a soluJon involving training; when that occurs, there follows a training requirements analysis (a general term) and, as it happens, a cogniJve task analysis is now a preferred methodology. Given that background, and the fact that several of you have been involved already in programs and projects that probably involved a needs assessment or task analysis, this week's forum simply asks you to share a sample or representaJve needs assessment or cogniJve task analysis, if you have one to share; if not, or if you prefer, present a preliminary or drab analysis (no more than a page and could be one paragraph) that describes the situaJon you wish to pursue for your evaluaJon plan for this course. I will post a sample from my own experience to emphasize that this is not intended to be an overwhelming task.

Department of Learning Technologies Inputs Year 1 Development Nearly integrated data systems based on standards to drive instruction in ELA and Math with * Learner marketplace * Learner plan * Assessment engine recommending next instructional steps * Student info system

Prof. Dev. on the system developed for teachers addressing * accessing and using data to make instructional decisions * using marketplace to personalize instruction and assessment

Outputs Activities Rating of content in Learning Marketplace Learning Marketplace well populated with objects searchable by type, keywords, standards, learner preferences and allowing multiple methods of access (units, activities, resources, assessment items)

Minor revisions to the software, guidelines for use, and training materials; Assessment results generated automatically with recommendations of learning activities and resources for students Teachers use new tools to differentiate and individualize instruction based on standards, learning plan and performance

Participation Teachers, district staff, software sponsor, and students Software Sponsor (HMH), ELA, Math, and Special Education teachers, and school and district admin personnel

6th -12th teachers, students and parents

Assumptions Use technology to personalize instruction by improving use of data and providing better access to instructional resources.

FCS policies will be supportive of project needs, and adequate funding exists.

Short

Outcomes Medium

•Increased student achievement and student growth as evidenced by reducJon in numbers of high need students in subgroups and improved overall performance on benchmark tests, CRCT and End-­‐of-­‐ Course tests •Increased graduaJon rates for high need students •Decrease in number and percentage of high needs students

•Students select assigned resources within the system to provide iniJal instrucJon and remediaJon/ acceleraJon based on assessments.

•Increased student engagement •Improved use of instrucJonal Jme for students •Use of technology extends instrucJon and learning capacity in the district •Teachers, administrators, students, and parents use a role-­‐based user interface with a single sign on to improve their respecJve acJviJes •Parents access portal to view/ monitor student data

Long Increased percentage of graduates going to college Replicable system for other subjects beyond math and ELA and other grades System replicated in other districts to increase student achievement Overall improvement in the quality of the workforce

Continued growth and improvement of the integrated data management system and personalized instruction throughout the school district

External Factors USDOE and GADOE guidelines related to standards, courses, and policies.

Mandated assessment instruments (changes in administration, content, scoring).

Technology and internet access available to students when they are not at schoo

Department of Learning Technologies

Selected Resources USAID’s EvaluaJon Glossary -­‐ hZp://pdf.usaid.gov/pdf_docs/PNADO820.pdf Power of Proof: An EvaluaJon Primer -­‐ hZp://www.Zac.org/services/power-­‐of-­‐proof/index.html Logic Model Workbook -­‐ hZp://www.innonet.org/client_docs/File/logic_model_workbook.pdf hZp://ctb.ku.edu/en/tablecontents/sub_secJon_examples_1877.aspx hZp://www.uwex.edu/ces/pdande/evaluaJon/pdf/YouthLMswithnarr.pdf hZp://www.uwex.edu/ces/4h/evaluaJon/documents/LogicmodelEnvironmentalacJviJesJJens.pdf hZp://www.uwex.edu/ces/pdande/evaluaJon/evallogicmodelworksheets.html InternaJonal Board of Standards for Training, Performance and InstrucJon (ibstpi) -­‐ www.ibstpi.org EvaluaJon &Program Planning -­‐ hZp://www.journals.elsevier.com/evaluaJon-­‐and-­‐program-­‐planning/ American EvaluaJon AssociaJon -­‐ hZp://www.eval.org/ Quasi-­‐experimental impact assessment -­‐ www.southalabama.edu/coe/bset/johnson/660lectures/rlf9.doc Gilbert's Behavior Engineering Model -­‐ hZp://www.sixboxes.com/_customelements/uploadedResources/ SixBoxes.pdf / Psychology World entry on Extraneous Variables -­‐ hZp://web.mst.edu/~psyworld/extraneous.htm Theories of Change -­‐ hZp://www.beyondintractability.org/bi-­‐essay/theories-­‐of-­‐change ImplementaJon Science -­‐ hZp://www.implementaJonscience.com/content/2/1/40 NaJonal ImplementaJon Research Network -­‐ hZp://nirn.fpg.unc.edu/

Thank You

Mike Spector:

Mike.Spector@unt.edu

On Teaching and Design in a Hybrid Platform

Danah Henriksen

A Hybrid Course On Design CEP 917 Fall 2012 Punya Mishra Danah Henriksen

A Course On Design

A Course On Design

A Course On Design

A Course On Design

CEP 917 Knowledge Media Design Established Course...

CEP 917 Knowledge Media Design Established Course...

Unfamiliar Setting

F2F

Hybrid/Online

Both synchronous and asynchronous

Synchronous

• Eight synchronous sessions • F2F and online students in the same “space”

• Conversations facilitated by technologies

“CEP 917 proverbially tore down the wall that previously separated online and face-­‐to-­‐face students.

We were all part of one learning community: the hybrid learning community.”

Choice/Freedom in Use of Technology

“When I worked with different groups we used Skype, Google Hangouts, Etherpad, Google chat, etc. Leaving it up to the students to find the application that best suited their unique interaction was a very good idea. That left most group time available for actual interaction, rather than messing around with interfaces (as so often happens in blended classed I've taken in the past)” -­‐-­‐ quote from a 917 student

Asynchronous

“The online interface created by Dr. Mishra and Dr. Henriksen was well designed, intuitive, and comprehensive. Readings were made readily available, online discussion forums were user friendly, and a frequently updated blog kept students informed and connected.”

“During the weeks we did not meet as a class, Punya and Danah still kept the sense of community alive and the lines of communication open by setting up discussion forums around the readings. This helped me get to know my fellow online colleagues better.”

Read & Think Deeply About Design

• • Weekly videos on design topics Online discussions

Balancing the creative, pragmatic, and academic

Technology in Hybrid Course • Multiple levels/layers of tech use • Content-related • Communication-related • Tech we used for instruction vs. tech

students used for learning and project work

“One piece that stood out to me on a regular basis was that the course modeled the content. By this, I mean that it was a course about design while the particulars of the class were a design in motion. All of the participants contributed to evaluating and modifying the design during the experience and this resonated in the readings and course work.”

-­‐-­‐ quote from a student

Ongoing Research • William Cain’s presentation • This Friday at 12:10pm in Grand Couteau

•

Pedagogy and Situational Creativity in Synchronous Hybrid Learning: Descriptions of Three Models

Thank You

Thank You

Danah Henriksen:

henrikse@msu.edu

Punya Mishra

The story so far: In the beginning the universe was created This has made a lot of people angry and has been widely regarded as a bad move.

-- Douglas Adams

What does all this mean?

How does online / blended technologies change things?

Are we asking the wrong question?

Bertram “Chip” Bruce

Technological determinism

Technological determinism

Technology as social practice

“Missed call”

Social practices “shape� the ways in which technology is understood & used

Meaning making as a transactional process -

between the innovation & social structures & relationships Beauty lies in the eye of the beholder, but is inseparable from the flower — Bob Stake

The design of any technology must be understood not simply as the construction of a physical artifact to meet a functional specification, but as a process in which relations among people are realized.

We cannot specify the pure, or ideal, case for the use of an innovation, only its idealization in the minds of the developers.

Users inevitably interpret an innovation in distinctive ways, apply it idiosyncratically in their own contexts, and even recreate it to satisfy their own needs

‌ but it is more complicated than that!

What is this thing we call a hybrid/online Doctorate

?

Why is this important?

It has to do with‌ What we learn‌ & what we contribute to the broader conversation...

How do we “see” the big picture?

Finally...

Learning from isms

Learning from isms t c fe r e p n a h t r e t t e b Done is s t n e m u g r a s in w e d Co s g in h t k a e r b d n a t s Move fa s k is r o n e k a t o t is g in h The riskiest t . d e h is n fi t n e c r e p 1 is This journey

Q&A (2) “I refuse to answer that question on the grounds that I don't know the answer.� - Douglas Adams

These presentations can be downloaded from punyamishra.com

“The entire planet is temporarily closed for business. Thank you. If you would care to leave your name and the address of a planet where you can be contacted, kindly speak when you hear the tone.�

-- Douglas Adams