This Week, Michael Power of the University of Laval, Québec joined us to discuss the prototype that he developed to engage faculty in the development and delivery of effective blended online learning courses. in addition to discussing how he developed his prototype, Mike address the following key areas: 
 

1. What key factors informed the modifications you made to the prototype?
2. A university's culture or context can influence faculty views about online education as well as pedagogical beliefs about teaching and learning.  To what extent is your prototype applicable/transferrable across various campus cultures?

The show was conducted via Elluminate, so you can access the video recording by clicking on 'Click to Play' below.

Click to Play

Chat Transcript:

00:08 to: Anthony
 
Actually - what you would here is <franglais>
 
01:13 to: Michael
 
yes I do
 
01:25 to: Michael
 
we can make it informal
 
01:34 to: Michael
 
suret thing
 
02:33 to: mary engstrom 1
 
What a great idea to keep an ID log book!
 
02:51 to: Robert
 
Agreed
 
04:01 to: mary engstrom 1
 
Wow, I can't imagine creating an online course in one month!
 
04:18 to: mary engstrom 1
 
Yes.
 
05:31 to: Robert
 
:-)
 
05:35 to: mary engstrom 1
 
lol
 
05:36 to: jim murphy
 
:O
 
07:02 to: jim murphy
 
conversion
 
07:04 to: mary engstrom 1
 
good point re: re-design
 
08:04 to: Marlene Zentz
 
Exactly.
 
09:30 to: Michael
 
exacttly
 
10:05 to: Michael
 
I was it!
 
10:07 to: Michael
 
1 designer
 
10:13 to: Michael
 
plus a tech support team
 
10:22 to: Michael
 
all regulars
 
10:48 to: mary engstrom 1
 
yes.
 
11:02 to: mary engstrom 1
 
thanks
 
11:13 to: PeggyG
 
sorry I'm late! I'm so excited you are presenting this in Elluminate!!
 
11:29 to: Marlene Zentz
 
Yes, the slides are very helpful.
 
11:41 to: PeggyG
 
absolutely!!
 
12:06 to: PeggyG
 
love that it's a wrench and not a hammer :-)
 
12:31 to: PeggyG
 
it's all about finding the right tools for the job!
 
13:35 to: Marlene Zentz
 
I'm sure the faculty you worked with benefitted from your sense of humor!
 
15:34 to: PeggyG
 
sounds like Understanding by Design--get the big picture and then work backwards and clarify the objective
 
17:11 to: mary engstrom 1
 
that helps my understanding. thanks.
 
17:42 to: Robert
 
Did you get any pushback on deisgning/emphasizing weekly units?
 
18:34 to: PeggyG
 
weekly units work really well for online instruction!
 
19:13 to: mary engstrom 1
 
Self-paced?
 
19:33 to: jim murphy
 
more for asyncronous i would think
 
19:42 to: Robert
 
Sounds great to me
 
19:42 to: jim murphy
 
*asynchronous
 
20:36 to: PeggyG
 
I think this is definitely replicable across disciplines. It is the model I used when I was teaching hybrid courses and the students loved it.
 
21:14 to: jim murphy
 
students like and want the human contact, not just the canned content
 
21:25 to: PeggyG
 
yes it is definitely a 24/7 job but you can structure that to make it manageable
 
21:40 to: Ms. I
 
@PeggyG: how?
 
22:10 to: jim murphy
 
human contact - live synchronous sessions
 
22:14 to: PeggyG
 
by things like setting up virtual office hours, live interaction chat among students, etc.
 
22:36 to: Robert
 
And also making expectations ofr responding to posts clear
 
22:58 to: Ms. I
 
ok
 
23:21 to: PeggyG
 
yes--clear expectations and set up support structure so students can help each other and it doesn't always come from the instructor
 
24:32 to: PeggyG
 
very nice graphic!!
 
25:00 to: jim murphy
 
asynchronous - LMS
 
25:31 to: Ms. I
 
@jim What are some examples of an LMS?
 
25:39 to: jim murphy
 
webct
 
25:45 to: jim murphy
 
desire to learn
 
25:53 to: Robert
 
Blackboard
 
25:53 to: jim murphy
 
blackboard, etc
 
25:55 to: Robert
 
Moodle
 
25:58 to: jim murphy
 
yepper
 
26:01 to: jim murphy
 
drupal
 
26:11 to: Jennier Maddrell
 
wasn't familiar with BOLD ... very interesting
 
26:21 to: PeggyG
 
this would work really well in Moodle!
 
27:09 to: Michael
 
`sure I'm available
 
27:19 to: Michael
 
great
 
27:22 to: PeggyG
 
This has been fantastic!! I'm so sorry I missed the beginning but I'll definitely watch the recording!
 
27:27 to: Michael
 
thanks Peggy
 
27:37 to: Michael
 
just raise your hand and grab the mike
 
28:22 to: Michael
 
guess what same here... moving from WBCT to our own
 
28:28 to: PeggyG
 
Definitely look into Moodle! I find it so much more versatile than Blackboard
 
29:00 to: mary engstrom 1
 
horizontal course syllabus (HCS) model that Michael developed
 
29:11 to: Michael
 
right
 
30:46 to: PeggyG
 
we all need to be life long learners and it's so important that faculty model this for students--it's not about getting paid for your hours above and beyond! It's about learning and growing. :-)
 
30:55 to: jim murphy
 
GOs and SOs
 
32:22 to: PeggyG
 
thinking of the quote "to teach is to learn twice"--students are great teachers of other students
 
32:32 to: Michael
 
ok
 
33:09 to: jim murphy
 
Michael, what was the most difficult component of the horizonal plan to have professors fabricate with you? Where did they struggle most???
 
33:37 to: PeggyG
 
our faculty struggled most with learning how to use the technology tools
 
34:04 to: jim murphy
 
What tools did they struggle with most?
 
34:31 to: jim murphy
 
Michael, what was the most difficult component of the horizonal plan to have professors fabricate with you? Where did they struggle most???
 
34:33 to: Marlene Zentz
 
Thanks for that clarification.
 
34:36 to: PeggyG
 
that was my challenge! getting the students to read the material before the time to discuss it
 
34:41 to: Robert
 
you can press thie mic Dbalck and talk
 
34:45 to: Michael
 
linking OBJ to activities
 
34:50 to: PeggyG
 
many of the faculty were only really comfortable with email and PPT
 
35:07 to: Michael
 
linking OBJ to activities
 
36:13 to: PeggyG
 
also many of our faculty were not comfortable turning over some of the control to students so it could be really collaborative learning
 
36:26 to: Michael
 
ah the control issue...
 
36:31 to: PeggyG
 
yes!
 
36:37 to: Michael
 
so central
 
36:41 to: Michael
 
to many faculty
 
36:54 to: Michael
 
blended online
 
36:56 to: PeggyG
 
that was my experience
 
36:57 to: Michael
 
yes
 
36:59 to: Michael
 
indeed
 
37:00 to: DBlack
 
I pressed the mic and it registered but I guess that was an illusion.
 
37:01 to: Richard Lemay
 
No mike today, but could you talk about that control issue Michael?
 
37:03 to: Jennier Maddrell
 
funny ... seems so obvious to link the activities to objectives, but too often a focus on "cool" activities with no real purpose (in terms of the objectives)
 
37:06 to: Michael
 
have gotten some flak over that!
 
37:22 to: Robert
 
:-)
 
37:35 to: mary engstrom 1
 
I wondered that, too, Robert.  What percentage of your students work full-time while seeking an online degree?
 
37:41 to: PeggyG
 
that's so true Jennifer!! many teachers start with the activities and don't have clear purpose for them
 
38:10 to: jim murphy
 
change in mindset....
 
38:24 to: PeggyG
 
Sorry I have to leave! Thank you for this great session!
 
38:33 to: Michael
 
ok bye Peg
 
38:36 to: mary engstrom 1
 
Thanks for joining us, Peggy.
 
38:42 to: Michael
 
clear upfront
 
39:21 to: DBlack
 
Thanks for a great session. I'll check on the mic function to see that it works properly next time.
 
39:27 to: jim murphy
 
retention rates are much higher
 
39:33 to: mary engstrom 1
 
Thanks for joining us, DBlack.
 
40:10 to: Michael
 
ok
 
40:11 to: Michael
 
sure
 
40:12 to: Robert
 
@jim I would be interested in seeing research on this if any springs to mind..
 
40:32 to: jim murphy
 
will have to see what I have
 
40:43 to: Jennier Maddrell
 
thank you!
 
40:48 to: DBlack
 
Robert... quick question
 
40:52 to: Robert
 
yes
 
40:59 to: Marlene Zentz
 
Thanks for the presentation, Michael. Really appreciated the visuals.
 
41:01 to: Michael
 
bye
 
41:06 to: DBlack
 
can you gine me a minute to check the mic function?
 
41:06 to: jim murphy
 
k, enjoy. Thanks MIKE!!