Grant Projects, Conference Workshops, and Consulting

The LTC is involved in many different aspects of online learning. We have been involved in grant projects as well as have presented at several conferences and provided consulting to other institutions. Below are highlights of our involvement.

Grant Projects

Conference Workshops

Consulting

Grant Projects

Curricular Redesing Grant: Student Response Systems (2005-2006)

University of Wisconsin System, Office of Learning and Information Technology, awarded the LTC and its partners (CIPD, UW-Eau Claire, UW-Oshkosh, and UW-Whitewater) a Curricular Redesign Grant to support their proposal entitled Student Response Systems - Exploring Potential and Assessing Impact. The UW SRS Project involves faculty and staff from four UW institutions and is designed to learn how instructors can use student response systems to actively engage students and facilitate student learning. Sixteen instructors from four UW campuses will be supported as they redesign their courses and integrate SRS-based learning activities.

Hybrid Course Project (1999-2001)

UWM's Hybrid Course Project was a multi-institutional collaborative project that involved faculty from five campuses who, through the integration of technology into their courses, redesigned classes to move a significant part of the course instruction online and, as a result, reduced time spent in the classroom. Hybrid courses strive to combine the best elements of face-to-face instruction and online learning to create a flexible and active learning environment. In addition to assisting a group of faculty, this UW-System funded project developed a Web resource on hybrid courses in order to assist other campuses that are interested in helping faculty develop and offer these types of courses.

Faculty TA Web Project (1998-2000)

The purpose of this UW-System funded project was to bring together UWM faculty, UW-College faculty, and UWM teaching assistants to work in teams to explore how the Web can be best be used for instruction and to develop Web sites for their respective classes. The project was developed to help participants better understand how to integrate the rapidly advancing multimedia technologies of the Web into their courses to improve teaching and to encourage active learning. It was hoped that participants would ultimately serve as resources for each other and for their colleagues in the broader UW-System community.

Conference Workshops

LTC was invited to participate in the Sloan-C Invitational Workshop on Blended (Hybrid) Learning in Chicago, April 17-19. The meeting was sponsored by the Sloan Foundation and hosted by the University of Illinois at Chicago. The LTC was invited because of our international reputation as leaders in hybrid course education. Carla Garnham participated in the roundtable on Effective Pedagogical Practices in Blended Teaching. For more information about this workshop go to: http://www.online.uillinois.edu/uicsloanc/Default.asp.

Hybrid Teaching and Learning: A Faculty Development Program

This half-day workshop presents the successful Hybrid Course Faculty Development model and materials developed over four years at the University of Wisconsin-Milwaukee. Participants leave the workshop with a detailed template for establishing a faculty development program on their campuses that prepares instructors for hybrid courses. Workshop materials include a 90-page workshop manual and a companion CD.

Presented at EDUCAUSE 2004 Conference as "Getting Faculty Ready for Hybrid/Blended Teaching" on October 19, 2004 in Boulder, CO

Presented at 20th Annual Conference on Distance Teaching and Learning as "Preparing Faculty to Teach Hybrid Courses: A Faculty Development Model" on August 4, 2004 in Madison, WI

New Media Centers Online Conference on Social Computing, November 16-19, 2004

Building Learning Communities with Hybrid Courses

For the 20-minute online presentation by Bob Kaleta and Alan Aycock (voice over PowerPoint), click here.

"We address some best practices for instructors that we have identified for framing and managing online asynchronous conversations or forums in hybrid courses. We explain the usefulness of forums as a tool to integrate the face-to-face and online components of a hybrid course, so that these two rather distinct forms of teaching and learning experiences complement and intensify one another. And, we summarize key pedagogical tips that help ensure a successful hybrid course experience for both instructors and students."

New Media Centers 2004 Summer Conference, June 16-19, 2004, University of British Columbia (Vancouver, Canada)

Panel: "Hybrid Courses: Lessons Learned from Three Institutions" June 17, 2:30 p.m. by Robert (Bob) Kaleta, Director, Learning Technology Center, University Of Wisconsin-Milwaukee; Alicia Russell, Director, Educational Technology Center, Northeastern University; Ruth Sabean, Associate Provost for Educational Technology, University Of California-Los Angeles; Jay Caulfield, Instructional Designer and Faculty, Learning Technology Center, University Of Wisconsin-Milwaukee.

Consulting

Visit ILCCO for more information.

Maricopa Community Colleges (Phoenix, AZ) March, 2005

LTC staff served as "Virtual Guest Experts on Hybrid Course Forum" on week-long Discussion Board for faculty.

The LTC staff presented virtually on hybrid/blended courses for Maricopa's faculty-led "Action Group" on Hybrid Course structures. We posted readings, contributed to the online discussions, and answered questions from the Maricopa faculty interested in developing hybrid/blended courses.

Visit MCC for more information.

College of Lake County (Grayslake, IL) June-July 2004

Objective: Help faculty develop their first hybrid courses.

Format: Hybrid with four half-day sessions (noon to 4 p.m.), scheduled every two weeks over an eight week period (with a lapse of two weeks between the second and third session to accommodate a holiday). Assignments were completed online on a workshop website between sessions. The sessions were facilitated in person by three or four LTC staff instructors at each session.

Westminster College (Salt Lake City, UT) March-April 2004

Objective: Help faculty develop their first hybrid courses.

Format: Hybrid with two, consecutive full day sessions (9 a.m. to 5 p.m.), facilitated by one LTC staff instructor physically at Westminster College, who was assisted by colleagues physically in Milwaukee via live videoconferencing of several presentations during the two day workshop. Online assignments were completed prior to and subsequent to full day sessions.

Visit Westminster Faculty Technology Center for more information.

Boise State University (Boise, ID) October 2003

Objective: Help faculty develop their first hybrid courses.

Format: Two four-hour videoconference sessions scheduled a week apart, facilitated by four LTC staff instructors in Milwaukee, who met with the faculty in Idaho via ISDN video conferencing. PowerPoint presentations and Word handouts were emailed to Boise State for distribution during the videoconferences.

Sample material: Seven tips for going hybrid

University of Wisconsin-Stevens Point (Stevens Point, WI) June-July 2003

Objective: Help faculty develop their first hybrid courses

Format: Hybrid with three face-to-face day sessions, facilitated by four LTC staff instructors at UW-Stevens Point, and one one virtual synchronous teleconference. Online assignments were completed prior to and subsequent to the F2F sessions.

Sample material: Overview of "Hybrid Teaching and Learning Faculty Development Program" developed for Stevens Point

University of Wisconsin Colleges (Fox Valley, WI) January 2003

Objective: A "train the trainers" session, presenting our hybrid faculty development program to the faculty instructional support staff from the 13 UW-Colleges.

Format: One full-day session facilitated by three LTC staff instructors, assisted by a UW-College coordinator.

Sample material: Preparing to Teach Hybrid Courses presentation