Stephanie Wells
"An investment in knowledge, pays the best interest"
-Benjamin Franklin

Implementation Outline
Objective- Recommended timeline to implement a blended-learning model into radiologic science curriculum to increase student engagement, create better learner outcomes and overcome time limitation issues.
Phase I- Research, Discussion, and Proposal.
Estimated timeframe- Now until December 2022
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Review learning goals and objectives for the course.
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Continue literature research on blended-learning models.
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Identify best practices for blended-learning in health science models.
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Review evidence from case studies in blended-learning.
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Discuss literature findings with faculty in the courses impacted.
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Share innovation proposal with the impacted faculty, curriculum committee and administrators.
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Solicit feedback from faculty
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Obtain approval from the curriculum committee and then administrators.
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Phase II- Planning
Estimated timeframe- December 2022-May 2023
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Establish current learning objectives can align with a blended-learning model.
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Enlist faculty that are willing to contribute to the conversion.
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Establish roles for faculty for uniformity in co-teaching.
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Solicit best practices in the current courses.
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Trouble-shoot areas that are not as effective that can be blended.
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Identify technology availability and needs.
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Poll students.
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Determine potential technology needs.
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Enlist Dallas College resources for those without access.
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Establish if Dallas College digital resources can meet the needs of the new blends.
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OER and LMS capabilities
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Determine which order to blend the elements.
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Theory
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Collaboration with peers
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Situational judgment
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Interactive radiographs
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Phase III- Building and Implementing
Estimated timeframe- June 2023-December 2023
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Gather resources needed for effective delivery of content.
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Develop a prototype for the first element chosen to blend.
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Articulate learning goals.
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Create digital interactions to replace the content areas that were determined to be ineffective in the current model.
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Create the framework to add the
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the new blended elements.
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Create criteria that will be used to determine if the blended-model is effective.
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Solicit feedback from students and instructors on the criteria.
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What will alert us to improved student engagement?
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What will determine if the outcomes improve?
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What will distinguish better time flexibility for students?
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Phase IV-Adoption
Estimated timeframe-January 2024-June 2024
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Share goals and purpose of the new model with students to increase engagement.
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Ensure that students have the technology necessary to support the blended model.
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Launch new model into the first cohort.
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1st cohort January 2024
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2nd cohort June 2024
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Phase V-Evaluate, Reflect, and Edit
Estimated timeframe-March 2024-ongoing
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Solicit feedback from students and instructors at mid-semester and semester end of all 3 courses that are blended.
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Evaluate findings for effectiveness.
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Have we achieved what we intended?
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What is working?
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What is not working?
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What can be adjusted and improved?
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What needs to be eliminated?
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Make appropriate edits and continue to remediate findings until all goals are met.
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Continue to collaborate with faculty about potential adjustments.
References
Bailey, J., & Martin, N. (2013, September). Blended learning implementation guide.
Resources & Guidance from The Learning Accelerator. Retrieved October 5, 2022, from https://practices.learningaccelerator.org/artifacts/blended-learning-implementation-guide
Gedik, N., Kiraz, E., & Ozden, M. Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1). https://doi.org/10.14742/ajet.6