What model of blended learning will be funded?
There are a number of definitions of blended learning (View the following short video for a description of the various definitions: https://uofa.ualberta.ca/centre-for-teaching-and-learning/awards/uofa-blended/blended-learning). The format of blended learning that Provost Digital Learning Committee is most interested in funding is one in which there is a reduction in face-to-face contact time with students with a complementary increase in online delivery of content and instruction. However, other formats have been funded because the approach taken proposed significant changes to the in-class activities and were likely to increase student engagement. The format proposed must have potential for the transformation of learning experiences.
If I put some of my lectures online, does this mean I continue to lecture during face-to-face classes?
This is not the intention of blended learning. Increasing online delivery of content and instruction create the conditions for more flexibility and creativity in the use of face-to-face time. As such, face-to-face time should be used differently to enhance student learning of content and the class experience (e.g. problem solving and application of content); this difference should be reflected in the proposal.
What does “receive support” from CTL mean?
During the development of your proposal you should consult with CTL (firstname.lastname@example.org). The academic lead for this initiative is Associate Director (Educational Technology), Norma Nocente. There are also experienced Educational Developers on staff who can provide guidance and advice. CTL will help you think about your course and how it might be redeveloped into a blended learning format. CTL will also provide guidance in developing a budget to support the redevelopment you are proposing (e.g., media production costs).
If you are successful in the competition and are funded by PDLC, the funding is mediated by CTL. That is, funds will be channelled to CTL to provide the supports you need. For example, if you need to develop sophisticated visual objects and have budgeted for this, CTL will either provide the staff to make the objects (if expertise is local) or will find and contract out the task so that the job gets done. Of course, you have a say in these decisions and it will be a collaborative process. The goal is for instructors to come up with the ideas and for CTL to help operationalize those ideas.
Are only large enrolment courses (200+) considered for this award?
In the first Blended Learning Award call, PDLC had chosen to target high throughput courses to maximize the potential to widely impact the undergraduate student learning experience. This requirement has now been relaxed and PDLC is more interested in any courses that have potential to transform the undergraduate student experience. Perhaps the course only has 40-60 students per term, but there is potential the course may encourage other faculty in a department to consider this approach. That is, it has potential for a domino effect. PDLC will look at the rationale and justification for proposals for all courses; the merit of the proposal will be more important than the actual number of students enrolled.
What is meant by a team of instructors?
For a high throughput, multi-sectioned, foundational course it is unlikely that one instructor alone could unilaterally redevelop and instruct a blended learning course. All instructors who have a future stake in the course must work cooperatively during the redevelopment phase and agree to work as a team in the delivery of the course after redevelopment. PDLC will favour teams with a unified voice in both the design and delivery of the course.
What is the maximum budget for each course redevelopment?
There are two levels of funding. Level 1 funding is for partial redevelopment of a course. In some cases, instructors may be interested in blending only about 25%-30% of their course. This level of course redevelopment typically falls between $5,000 - $15,000. The maximum amount awarded for Level 1 will be $15,000.
Level 2 funding is for the full redevelopment of a course. This requires at least two-thirds of the course will run in a blended format (e.g. 8 of 13 weeks are blended). This level of course redevelopment typically falls between $25,000 - $50,000. Courses reaching the high end of this continuum require more high-level multimedia production (e.g. video production and editing, complex or layered graphics). The maximum amount awarded for Level 2 will be $50,000.
If the total anticipated cost is more than the maximum, there must be agreement from the Chair and/or Dean of the Faculty for top up funding in order for the proposal to be considered by PDLC.
What is a service course?
A service course is a course offered by a particular faculty that is included as a requirement in the programs of one or more other faculties. For example, 100 level Statistics is offered by the Faculty of Science. 100 level Statistics is required by a number of programs outside of the Faculty of Science.
Is teaching release an acceptable budget item?
Course redevelopment is an expected activity of instructors and should not normally garner course release (teaching relief). However, the time commitment for redevelopment into a blended learning format can be considerable and as such, one teaching relief per team is an acceptable budget item. Instead of a course release, some instructor teams have opted for funding for a graduate assistant to assist with course development.
Can a CAST employee apply for the award?
PDLC wants to see a long-term commitment made to the blended format. The committee is concerned that a course might be redeveloped into a blended format and then abandoned the following year if a new instructor takes it over. In many faculties, there is a high turn over of CAST employees, so PDLC is primarily interested in proposals coming from faculty who have a future stake in the course and have some authority in making decisions about the course. PDLC recognizes some departments have long-term commitments with CAST employees and that these employees assume course coordination responsibilities. The adjudication committee will consider an application by a CAST employee working in this capacity, provided a faculty member is included in the application.
On average, how many projects are funded each year?
Approximately 7-8 projects have been funded each year. There may be more or fewer projects funded in the upcoming award year, depending on the number and merit of proposals received, and the funding available.
Is there a limit on the number of projects that are funded per faculty in any given year?
No. More than one project within the same faculty has been funded in past years of the award.
Where can I go to do more reading on blended learning and on implementing a blended approach?
Visit the Blended Learning website at http://blendedualberta.ca/
The following resources may be useful:
Allen, I.E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Retrieved from:
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Dzuiban, C., Hartman., J. & Moskal, P. (2004). Blended learning. EDUCAUSE Centre for Applied Research (ECAR) Research Bulletin. 2004(7), 1-12. Retrieved from:
Garrison, R. & Vaughan, N. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Josey-Bass.
Owston, R., York, D., & Murtha, S. (2013, July). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. Retrieved from http://dx.doi.org/10.1016/j.iheduc.2012.12.003