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1Begin the Transformation: Mapping the Course
DOWNLOAD ME!http://tinyurl.com/blended-design
2Begin the Transformation: Mapping the Course
Begin the Transformation: Mapping the Course
Veronica Diaz, PhDAssociate Director
EDUCAUSE Learning Initiative, EDUCAUSE
Go to Wiki
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Your Redesign Toolbox• Have these handy
– Using Bloom’s Taxonomy for Objective Development
– Mapping Your Course: re(Designing) for Blended Delivery
– Blended Course and Syllabus Samples (website from wiki)
– Aligning Your Course Components for Blended Delivery
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Converting or Creating?
• Pros and cons• Pitfalls and
opportunities Blended
Face to Face
Online
New
Blended
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3 Basic Redesign Steps
1. Identify course content for each module
2. Write learning objectives for each module
3. Consider each learning objective or each learning objective set and reference and utilize diverse instructional strategy possibilities
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Starting with Objectives
• Bloom’s Taxonomy • Address depth of
learning • First step in creating
modules • Guide alignment
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Bloom’s Taxonomy
• Focus on learner performance/outcomes
• 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?– What can they learn in
other ways?
create
evaluate
analyze
apply
understand
remember
Bloom’s Digital Taxonomy
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Why Modules?• “7 +/-2 rule”
• Support consistency in look and feel
• Easier to find course content
• Content becomes/feels more manageable
• Prevents information overload
• Allows students to focus on content rather than form
Source: Blending In, March 2007
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Module Possibilities
• Content “chunks” • Let the content set the
chunks• Content organized in
conceptually related blocks
Source: Blending In, March 2007
Readings Video
ProjectAssessment
Writing
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Course Organization
• Dates/week• Topic• Readings • Section• Unit• Module
Lectures
Readings
Activities
Research
Writing
Projects Discussions
Demonstrations
Multimedia
Cases
Assessments
Face2Face Online
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5 Principles of Successful Course Redesign
• Redesign the whole course.• Encourage active learning.• Provide students with
individualized assistance.• Build in ongoing assessment and
prompt feedback.• Ensure sufficient time on task and
monitor student progress.
http://thencat.org/PlanRes/R2R_PrinCR.htm
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Mapping Your Course: Part IDO: 40 MINUTES• Review current course • Map current course (may do
portion)• Map a selected module
READ & DISCUSS: 10 MINUTES• The checkpoint questions
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Discuss: Checkpoint Questions, I
• In your original (pre-redesigned) course, how well balanced was the content between what the instructor does and what the student does to deliver and interact with the course content?
• How granular, action-oriented, and specific are your current course objectives? Are they such that they are able to guide you through a redesign process?
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Discuss: Checkpoint Questions, I
• Are their any segments of your module where you or your students have had particular difficulty in conveying or comprehending course content or concepts? – In other words, could the course redesign help you
to improve or address particular challenges in the course?
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Discuss: Checkpoint Questions, I
• How rich and diverse are the activities in the original (pre-redesigned) course – (i.e., lecture, readings, activities, research, writing,
projects, discussions, demonstrations, multimedia, cases, teamwork, assessments or others)?
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Questions
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Mapping Your Course: Part II
• Review only • Module redesign • Preview the checkpoint
questions
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Preview: Checkpoint Questions, II
• In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?
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Preview: Checkpoint Questions, II
• How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of
content mastery, – apply content, – add time on task, – introduce new content, or – other?
• Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?
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Questions
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Mapping Your Course: Part III
• Scheduling/calendaring• Objectives• Activities• Alignment• Depth • Assessment• Technology
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Key Mapping Considerations
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Accountability and Integration
Ask (handout)• What is the role of out
of class time?• How can I maximize the
face-to-face class time?• How can I make sure my
students are prepared for face-to-face class time?
• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other
Blended Course Redesign Checklist Handout
Alignment:
--Objectives
--Assessments
--Instructional materials and resources
--Learning activities and engagement
--Learning technologies
Handout
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Bloom’s Digital Taxonomy
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Take-Aways
• Consider and reconsider how you use your in-class time: success can hinge on this
• Remember that a blended course can be confusing to students: strive to clarify
• Redesign takes time
– Initial
– And long-term (always a work in progress)
• Takes 3-4 terms to develop instructional competency in blended learning
• Be thoughtful about design and reflective about your instruction (journal)
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Questions
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Veronica Diaz, PhDAssociate Director
EDUCAUSE Learning Initiative
EDUCAUSE
http://www.educause.edu/eli