getting started with blended, a presentation for nmsu
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Getting started with blended
Tanya Joosten
University of Wisconsin-Milwaukee
tjoosten@uwm.edu
@tjoosten
slideshare.net/tjoosten
Overview
Process
Step 1: What is blended?
What is blended?
How is it different from face-to-face? Online? others?
What are the similarities and differences with flipped?
NMSU14.wikispaces.com
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A scholarly definition
At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper:
1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and
2. Where a portion (institutionally defined) of face-to-face time is replaced by online activity [2]. (Picciano, 2006, p. 97).
Conceptualization
Sloan-C/OLC definition
An institutional definition
Web-enhanced0 - 20%
Blended21 - 99%
Online100%
Blended 121 - 50%
Online withcommensurate
reduction in seat time
Blended 381 - 99%
Online withcommensurate
reduction in seat time
Blended 251 - 80%
Online withcommensurate
reduction in seat time
An institutional definition
Redefining blended
• F2F Online
• Low tech High tech
• Active Passive learning
• Integration Separaaration
A definition for students
Step 2: How is it different?
What considerations do you have when transforming your course to blended?
Specifically, What elements of your course design and your delivery will potentially change?
NMSU14.wikispaces.com
Pedagogical model
Content
Interactivity
Assessment
• Ten questions • Designing learning modules• Online vs. F2F - Integration
• Decision rubric for content choices
• Learning objects
Content
• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation
Course Evaluation
• Rubrics• CATs• Templates • Traditional formats
Assessment
• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups
Interactivity
• Managing expectations• Time management• Technology support
Helping Your Students
• Staying organized• Managing workload• Avoiding course and a half
Course Management
Course Redesign
Transitioning to blended teaching
Considerations
The 10 questions
Review the 10 questions, NMSU14.wikispaces.com
Consider which question you find most important, intriguing, problematic, or surprising?
Pair with a partner, share which question you identified and your response in considering the question in your own course design.
Share with rest of us one highlight from your discussion
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Five issues in “perfecting” the blend
• “Course and a half” syndrome
• Re-examining course goals and objectives
• Building presence, enhancing connectivity,
and building community
• Community building
• Managing your time and staying organized
Step 3: How to make it happen?
What considerations do you have when transforming your course to blended?
Specifically, What elements of your course design and your delivery will potentially change?
Transforming your course
Flickr cc sir_mervs
Redesigning your course using the 10 questions
Tanya JoostenLearning Technology CenterDepartment of CommunicationUniversity of Wisconsin-Milwaukee
Course details• Original course design
– Organizational Communication, COM MUN310
– Original Design: Night classes, 3 hours app.
• Course Transformation
– Goal: To more effectively use valuable f2f time
– Means: Focus on task requirements and medium selection
– Experience teaching fully online and fully f2f
– New Design: Reduced class time, 45% online, 55% F2F
Sample Module Wednesday Sunday
Week 1 F2F Class-Agenda posted-Reading available online
-Individual project task due
Week 2 Online Class-Discussionpost due
-Discussion responses due
Week 3 -Complete Weekly Quiz prior to class
F2F Class-Targeted discussion from quiz results and discussion forum
-Group project task due
What goes online?
• Content Delivery
– Acquire basic content (lecture and reading)
– Assess understanding of basic content (discussion forums, rubrics, and quizzes)
Lecture formats
Sample text lecture
Sample audio lecture
Content
What goes online?
• Content Delivery
– Acquire basic content (lecture and reading)
– Assess understanding of basic content (discussion forums, rubrics, and quizzes)
Sample discussion forum
Sample quiz
Sample online agenda
• Thursday, Agenda Posted
• Tuesday, Reading and Lecture
• Tuesday, Initial Discussion Post
• Wednesday, Response Post
• Thursday, Quiz (prior to class)
What goes face-to-face?
• Decreases students’ equivocality and uncertainty
• Allow for instant feedback for understanding
• Provide opportunity for higher order learning
• Presentations of group work done outside of class
What goes online?
• Building Learning Community
– Online discussion questions
– Group experiential learning activities (virtual labs)
What goes online?
• Summative Assessment
– Assess achievement of learning objectives for course (midterm and final exams)
What goes online?
Content Delivery Acquire basic content (lecture and reading) Assess understanding of basic content (discussion forums,
rubrics, and quizzes)
Building Learning Community Online discussion questions Group activities
Summative Assessment Assess achievement of learning objectives for course
Sample Module Wednesday Sunday
Week 1 F2F Class-Agenda posted-Reading available online
-Individual project task due
Week 2 Online Class-Discussionpost due
-Discussion responses due
Week 3 -Complete Weekly Quiz prior to class
F2F Class-Targeted discussion from quiz results and discussion forum
-Group project task due
What goes face-to-face?
Decreases students’ equivocality and uncertainty
Allow for instant feedback for understanding
Provide opportunity for higher order learning
Presentations of group work done outside of class
Sample quiz stats
Keys to a successful transformation
• TIP 1: Avoid course and a half
• TIP 2: Promote online learning community
• Tip 3: Plan for integration.
• Tip 4: Don’t feel that you have to follow the traditional f2f scheduling format.
• Tip 5: Assess both mediums, online and f2f.
• Tip 6: Manage student expectations
More about content
Content delivery
What is the task?
What type of delivery is “best”?
What technology is available to me?
What skills do I have?
Lecture formats
Sample text only lecture
Sample audio lecture
What lecture format did you prefer? Why?
I preferred the standard ppt w/ notes because that was the easiest for me to access from my home computer and was the easiest to print out.
I chose ppt form as don't need to be online all the time. And I can study the slides whenever i want to. It also has the option of outlines, which helps in studying.
More comments
I can go at my own pace and re-read things I need to, otherwise skim things I don't need certain depth on.
so you had to listen to the powerpoints and sometimes people just didn’t have the time, but could read them thoroughly and reference them better…we are online classes because we don’t have the time or access to sit through a lecture on a computer. But we could all work reading a really good powerpoint through into our schedules.
Audio introductions
Tips on developing activities
Focus on Building Learning Community integrating collaborative activities and asynchronous discussion forums
Backward DesignWhat should students know, understand, and be able to do? What will I accept as evidence of student understanding and proficiency?What activities will allow students to achieve this?
Backward Design
•Introduced by Wiggins and McTighe in Understanding by Design (2005)
•Instructors begin with learning goals and outcomes rather than activities
•Effective in online and blended courses because students need more structure
Key Questions in Backward Design
• What do you want your students to do (not just know)?
• What evidence will you accept that they have accomplished that?
• What learning activities will produce this evidence or documentation?
Why Use Backward Design?
• Practice-oriented instead of abstract theory
• Learning objectives linked to verifiable outcomes
• Fosters an online peer learning community
What’s in a Learning Module?
• A chunk of content
• A learning activity
• A mode of assessing student work
Planning using backwards design
Identify Desired Results (DO):Be able to analyze and critique decision making processes
Acceptable Evidence:Accurate written application of theory from the content given a decision making situation in determining what was effective and what was ineffective in the decision making process.
Learning Experience:Students view video clips from Apollo 13Students post analysis that integrates concepts from reading and lecture
Apollo 13
Step 3: How do we make it happen?
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