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Blended by Design: Designing and Developing a Blended
CourseJennifer Strickland, PhD, [email protected]
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Program OverviewFormat
Hands-on, curriculum (re)design work
Team/individual work Binder resources http://ablendedmaricopa.
pbworks.com/ Evaluations & Assessments
Topics
Day 1: Blended learning overview and redesign
Day 2: Community & Quality
Day 3: Blended & Instructional Technology
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Learning Objectives Define blended learning in
higher education. Evaluate a blended
course’s strengths and weaknesses.
Design a module for blended delivery utilizing a blended module design tool.
Develop a plan for designing a blended course or redesigning an existing course as a blended course.
Explain the value of community in the blended course.
Identify quality assurance principles and practices in a blended environment.
Review and select instructional technology options for delivering blended courses.
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Today's Agenda Overview and
Introduction to workshop & resources
What is Blended and what does a blended course look like?
Benefits of a blended course
National & Local Data regarding Blended Learning
Course redesign strategies
Bloom’s Taxonomy and Six Innovative Course Redesign Practices
Mapping your course
Close
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Who are we? Facilitator Participants
Break into pairs What is your “signature”
teaching technique? Share
Day 1:An Overview of
Blended Learning and
Redesign
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Face-to-FaceCourse
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Getting from A to B
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What is blended learning?
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The 10 Blended Questions
As a Guide Throughout
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Motivation…
A way to meet Net Gen student expectations Attractive alternative
to Face2Face instruction
A good match for the Net Gen’s visual, exploratory, participative learning preferences
Usually more work to design (at least at the beginning), but improved student engagement and achievement
The best of both worlds
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The Optimal ModelTeaching Opportunities
Allows for many diverse solutions to course problems
Enables the incorporation of new types of interactive and independent learning activities
Variety of online and in-class teaching strategies
Learn technologies while you learn your material
Student Engagement
Potential to increase and extend instructor-student and student-student connectivity
Discussions started in class may be continued online
Students who rarely take part in class discussions are more likely to participate online
Integration of out-of- and in-class activities allows more effective use of traditional class time
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Faculty report that students…
Learned more Wrote better papers Performed better on exams Produced higher quality
projects Were capable of more
meaningful discussions on course material
Were better able to master concepts and apply what they have learned
Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data
Source: University of Central Florida Data, 2007
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National data reportsThe Sloan Consortium
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The Sloan-C Definition
What is Sloan-C? Blended learning courses combine online and
classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.
Classroom attendance (“seat time”) is reduced.
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More on definitions…
What you call it is not important; but a defined and consistent model is
Blended learning as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F
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New Skills: Rethinking Course Design
To develop a successful blended course instructors must Re-examine their course goals and
objectives, Design online learning activities to
meet these goals and objectives, and
Effectively integrate the online activities with the face-to face meetings
Make transition from lectures and presentation to a more student-centered active learning
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New Skills: Rethinking the Course
Facilitate online discussions and small group activities
New forms of assessment of student
Scheduling and communication challenges as courses meet online and face-to-face
Work overload for faculty and students
Students need understand their active role in the learning environment
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Potential PitfallsFundamental change in teaching and
learning Not just about the “delivery”Time to redesignChanges in campus policiesReliance on technology“Course and a half” syndromeTraining and support
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Why (re)design into blended?
Ensures your design facilitates your course Engage students in dynamic and vital communities Students take more responsibility for content and
learning Students learn through active participation and
inquiry
Assessing the Role of Teaching Presence from the Learner Perspective Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education &http://net.educause.edu/ir/library/pdf/ELI07159.pdf.
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6 – 5 - 4
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6 Innovative Redesign Practices
Creating "Small" Within "Large" Undergraduate Learning Assistants (ULAs) Freshmen Don’t Do Optional Modularization New Instructional Roles Avoiding “Either/Or” Choices
http://www.thencat.org/PlanRes/Innov_CrRedPractices.htm
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5 Principles of Successful Course Redesign
1. Redesign the whole course.2. Encourage active learning.3. Provide students with
individualized assistance.4. Build in ongoing assessment
and prompt feedback.5. Ensure sufficient time on task
and monitor student progress.http://thencat.org/PlanRes/R2R_PrinCR.htm
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4 Basic Redesign Steps
1. Identify course content for a module
2. Write learning objectives and develop instructional modules
3. Select course (re) design strategies: determining which strategy is most appropriate for your course
4. Integrate course content activities in classroom and online environments: determining what is best suited in either the online or classroom environment
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Why Objectives? Clear statement of
what students will be able to do when they are finished with an instructional component
Focuses on student performance
Provides structure: beginning, middle, and end
What are the core concepts your students must learn for each module? What do they need
to know? What do they need
to be able to do? What will they
know as a result of my instruction?
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Support Objectives by
Integrating learning technologies Classroom technologies Emerging technologies Online resources
Developing diverse assessment techniques
Infusing active learning, interaction, and peer engagement
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Why Modules? Easier to find course content Support consistency Allows students to focus on content rather
than form Content becomes manageable Prevents information overload “7 +/-2 rule”
Source: Blending In, March 2007
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Meeting Objectives
Source: Blending In, March 2007
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Course Organization Dates Topic Readings Section Unit Module
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The Organization Course content broken
down into “chunks” Course structure in a
repetitive manner allowing for easy navigation
Content organized in conceptually related blocks
Consistent, logical, clear, common sense, apply past experience, let the content set the chunks
Source: Blending In, March 2007
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Bloom’s Taxonomy
Focus on learner
Focus on measure of learning
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Bloom’s Digital Taxonomy
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What can be done in the F2F classroom?
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What can be done in the online classroom?
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What is the relationship between these two?
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Mapping Your Course Handout: Mapping your Course Map out your face-2-face course from the
syllabus and/or other course documents Identify the chunks in your course via the
topics or learning objectives in your syllabus Select one chunk to work with during the
week