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Chart Your Own (Blended) Course...
Using the Blended Learning Toolkit
Kelvin Thompson, Ed.D.
University of Central Florida
#blendkit@kthompso
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Portions of
this work are adapted from the work of others with permission and are attributed appropriately in context.
What brought you here today?
Agenda
• Blended Learning @ UCF
• Blended Learning Toolkit
• Your Blended Learning Needs
• BlendKit Course Tour (detailed)
• Your Blended Learning Plan
Multiple Approaches
Tech Enabled
F2F + Online
Web Enhanced
Flip Class
Reduced Seat Time
Mandated “Recipes”
“Blended”
Caveats
• No widely accepted definition of blended learning
• Blended = “best/worst of both worlds”
• Blended learning best conceptualized as f2f-enhanced
web course
• Integration of f2f and online is perhaps the most
elusive of concepts for blended instructors
• Materials shared here are targeted at those
transitioning from f2f-only experience but may be
applicable to those with prior online or blended
experience
• No one-size-fits-all answers
• Goal: Provide resources you can use in
developing your blended learning courses
5
BLENDED LEARNING @ UCF
An Institutional Profile
Blended Learning at UCF
Fully Online Courses
Blended Learning Courses
n
n
500% growth in blended courses
UCF Fall 2008 Headcount
33,087
65.8% 7,127
14.2%
2,847
5.7%
363
0.7% 923
1.8%1,436
2.9%
2,046
4.1%
1,301
2.6%
137
0.3%
865
1.7%
111
0.2%
“Live” Main Campus
Students
43,466
“Live” Rosen
Campus Students
2,446
Web
Students
11,514
“Live”
Regional
Students
4,800
UCF Fall 2009 Headcount
“Live”
Regional
Students
4,809
Web
Students
14,543
“Live” Main Campus
Students
45,988
33,988
63.5% 8,593
16.1%
3,637
6.8%
375
0.7% 1,030
1.9%1,497
2.8%
1,886
3.6%
827
1.6%
697
1.3%
782
1.5%
204
0.4%
“Live” Rosen
Campus Students
2,531
34,059
60.6% 10,363
18.4%
4,113
7.3%
478
0.9%
1,213
2.1%
1,490
2.7%
2,049
3.6%
758
1.4%
764
1.4%
695
1.2%
234
0.4%
UCF Fall 2010 Headcount
Web
Students
17,172
“Live”
Regional
Students
5,251
“Live” Rosen
Campus Students
2,472
“Live” Main Campus
Students
47,926
34,999
59.8% 11,304
19.3%
4,435
7.6%
504
0.9%
1,363
2.3%
1,485
2.5%
1,825
3.1%
802
1.4%
744
1.3%
828
1.4%
209
0.4%
“Live” Main Campus
Students
49,852
“Live” Rosen
Campus Students
2,604
Web
Students
18,565
“Live”
Regional
Students
5,198
UCF Fall 2011 Headcount
Blended Learning at UCF
Blended Learning 2009-2010
Academic Year
Totals since
2002
Sections 681 5,031
Registrations 24,241 160,860
Student Credit Hours (SCH) 70,438 476,823
Course Evaluation Ratings
Course Modality % Overall
“Excellent”
Blended 51.2%
Fully Online 48.3%
Face to Face 48.2%
Lecture Capture (with classroom) 43.4%
Lecture Capture (no classroom) 41.6%
N = 672,185
Student Success Rates by ModalityPercent
88 88 87 87
91
87
91 91 90 90
94
9088 88 88 88 89 88
0
10
20
30
40
50
60
70
80
90
100
F2F
(n=669,518)
Blended
(n=60,309)
Fully Online
(n=157,922)
Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11
Withdrawal Rates by Modality
3 2 3 3 2 43 1 3 3 2 45 4 5 4 4 5
0
10
20
30
40
50
60
70
80
90
100
Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11
F2F
(n=749,656)
Blended
(n=60,958)
Fully Online
(n=158,031)
Percent
Student Satisfaction in Fully Online and
Blended Courses
39%
Fully online (N = 1,526)
Blended (N = 485)
41%
11% 9%
Very Satisfied
UnsatisfiedSatisfied
Neutral
38%
44%
9%
Very Unsatisfied
3%
5%
1%
Percent
Faculty Willingness to Teach
Web/Blended Courses in the Future
Positive
Neutral
or
negative
Online
n=71
Blended
N=53
Modality
81%
16%
2%
69%
13%
10%
6% 4%
Definitely
Probably
Probably not
Definitely not
OVERVIEW
The Blended Learning Toolkit
18
Refer to Accompanying Hand Out: http://bit.ly/tour_blt
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Project Overview
• An open educational resource (OER) Blended
Learning Toolkit containing:
– Best practices, strategies, models, and course
design principles.
– Two OER prototype courses in Composition and
Algebra.
– Faculty development resources
– Assessment and data collection protocols, including
survey instruments and standards.
20
Goals for BlendKit Course
• Design and develop your blended learning
course
• Consideration of key issues related to
blended learning and practical guidance in
helping you produce actual materials for your
blended course (i.e., from design documents
through creating content pages to peer
review feedback at your own institutions).
21
BlendKit Course Materials
• Instructional modules
• BlendKit Reader
• Do-It-Yourself design tasks
• Recordings of interdisciplinary faculty interviews
• Recordings of online webinar discussions with
faculty group
http://bit.ly/blendkit
22
YOUR BLENDED LEARNING NEEDS
Think About It
Pair and Share
• Partner-up with one or more colleagues
• Share what you would like to accomplish in
your blended learning course(s) after today’s
workshop
• Refer your colleagues to any helpful resources
you know
GUIDED TOUR
BlendKit Course Materials
25
Refer to Accompanying Hand Out: http://bit.ly/blendkit_notes
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
DIY Tasks
• Step-by-step guides for many common
development tasks
– Explanations
– Templates
– Examples
• Five broad tasks with at least 2 sub-tasks each
• Substantive in specificity!
http://bit.ly/blendkit_diy
28
DIY Tasks
Task 01: Conceptualize Your Blended Learning Course
Task 02: Design for Interaction in Your Blended Learning
Course
Task 03: Decide Upon Assessments of Learning in Your
Blended Learning Course
Task 04: Develop Content/Assignment Pages for Your
Blended Learning Course
Task 05: Assure Quality in Your Blended Learning Course
http://bit.ly/blendkit_diy
29
COURSE BLUEPRINT
Task 01: Conceptualize Your Blended Course
30
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
32
33
34
35
Course Blueprint
• Easily by-passed, but don’t!
• High level overview mapping course goals to
assignments
• Use electronic version or just do it on a piece of paper
– Word template looks cool but doc versions may cause problems
• May be “in your head,” but get it out on paper
• Ignore delivery mode (f2f v. online) initially
– Focus on identifying the best activities to achieve the course
goals
36
MIX MAP
Task 01: Conceptualize Your Blended Course
37
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
39
40
Mix Map
• Identify a mode (f2f, online, both) for all components
• Suggested approach – online course with face-to-face
enhancements
• How to decide on delivery mode:
– Start with your absolutes - What has to be delivered face-to-face
or online? What works best in one environment v. the other?
– Next – What will work in either environment?
– Note: You may need to modify an existing activity to fit a new
delivery mode. (See Task 3)
• Map out your overall strategy paying particular attention to
how the two environments integrate
– Integration is the single most challenging issue in blended
learning!
41
CREATE COURSE DOCUMENT
DRAFTS
Task 02: Design for Interaction
42
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
44
45
46
Create Course Documents
• Emphasis on single-purpose online
documents (Neidorf, 2006)
• Making the formerly implicit (f2f) explicit
(online)
• Clear articulation of student expectations
• Some people prefer “print-friendly”
versions (e.g., pdf) over HTML
– TIP: See accessibility guidelines!
47
MODULE INTERACTION
WORKSHEET
Task 02: Design for Interaction
48
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
50
51
52
Module Interaction Worksheet
• Builds upon Blueprint and Mix Map tasks
• Sets the stage for Creating Module Pages
• Assumes that one will be developing
online modules
– Several questions useful for designing
interaction independent of module
– Possibly think “weeks” instead of modules
• Another opportunity to consider integration
of f2f and online
53
ASSIGNMENT INSTRUCTIONS
Task 03: Decide Upon Assessments of Learning
54
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
56
57
Assignment Instructions
• Remember to revise Blueprint and Course Docs as ideas evolve!
• Goal: Standalone documents with perfect clarity of expectations
• The clearer the written communication, the more time is freed for f2f activities.
• Goal: Make the formerly implicit explicit
– However, written instructions could be distributed f2f or online.
• Make sure students understand how each assignment links online and f2f
• Do not duplicate assignments or content between f2f and online
– Ex: Reading assignments as homework and then cover content in class. Make sure class
discussion covers items subject to confusion and expands on reading through
examples, case studies, etc.
– If online assignment is an extension of f2f discussion/activity, ensure students understand
what needs to be added or expanded in the online assignment.
58
CONFIGURE ONLINE QUIZ SETTINGS
Task 03: Decide Upon Assessments of Learning
59
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
61
Configure Online Quiz Settings
• A primer for online assessment
– Minimize motivation for cheating
– Examine biases for assessment in one mode
over another
– Make assumptions explicit
(e.g., collaboration, etc.)
– Opportunity to review cognitive level of existing
assessments
• Specifics will be determined by your
CMS/testing software
62
CREATE MODULE PAGES
Task 04: Develop Content/Assignment Pages
63
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
65
66
67
Create Module Pages
• A possible extension of earlier Assignment
Instructions and Module Interaction tasks
• Goal: Standalone documents with perfect
clarity of expectations
• The clearer the written communication, the
more time is freed for f2f activities.
• One cohesive whole from which students
may access assignment
instructions, course content, etc.
68
MODULE TEMPLATE
Task 04: Develop Content/Assignment Pages
69
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
71
Module Template
• Use as a starting point
• Decide upon all elements to include in your
modules (e.g, objectives, content, references)
• Use Word style sheet (e.g., “Heading 1,” etc.)
• Review Assignment Instructions for possible
module headings/sub-headings
• Maintain consistency from one module to
next
• Use Zapt to generate accessible HTML if you
wish
72
BLENDED COURSE
IMPLEMENTATION CHECKLIST
Task 05: Assure Quality
73
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
75
Implementation Checklist
• Very generic steps!
• Incorporate your institution’s requirements
• Structured approach is reminiscent of
managing an online course (may feel unusual
for f2f)
• Note numerous cues for fostering integration
of f2f/online
• Note emphasis on iterative design
(e.g., simple design feedback collection
punch list for next version)
76
BLENDED COURSE SELF-
ASSESSMENT/PEER REVIEW FORM
Task 05: Assure Quality
77
Chart Your Own (Blended) Course... Using the Blended Learning Toolkit
79
80
81
Self-Assessment/Peer Review Form
• Many elements are common to courses in all
modes
• Blended-specific sections
– First (“Course Expectations”)
– Last (“Implementation of Blended”)
• Evaluate it yourself, but there’s no substitute
for a new set of eyes!
• Identify a trusted colleague
• Note evaluation of design vs. implementation
82
ADDITIONAL RESOURCES
UCF Faculty Seminars in Online Teaching
• Online/blended learning focused
• Co-presented by teaching faculty and instructional
designer
• Information-packed
• 30 minutes!
• Interactive webinar format
• Repository of recordings and supporting resources
• New topics each semester
Subscribe to mailing list to be notified of
upcoming seminars
http://bit.ly/facultyseminars
Teaching Online Pedagogical Repository
a resource to support the curation of effective
pedagogical practices in online and blended courses
individual entries include:
• strategy description drawn from the pedagogical
practice of online/blended teaching faculty
• artifacts depicting the strategy from actual courses
• alignment with cited findings from research or
professional practice literature
All released for reuse/remix under
Creative Commons
http://topr.online.ucf.edu
#TeachOnline
http://bit.ly/teach_online
YOUR BLENDED LEARNING NEEDS
Take Action
Your Personal Action Plan
• Reflect upon today’s session
• Review your notes on BlendKit Course
• Identify one or more ideas you can put into
action
• Write down how you will apply the idea
• Tell one other person what you plan to do
• Exchange contact info and plan to touch base
QUESTIONS?
COMMENTS?
DISCUSSION?
89
Thanks!
Kelvin Thompson, Ed.D.
kelvin@ucf.edu
http://twitter.com/kthompso
https://profiles.google.com/drkelvinthompson
http://bit.ly/blendkit

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Chart Your Own (Blended) Course... Using the Blended Learning Toolkit

  • 1. Chart Your Own (Blended) Course... Using the Blended Learning Toolkit Kelvin Thompson, Ed.D. University of Central Florida #blendkit@kthompso This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Portions of this work are adapted from the work of others with permission and are attributed appropriately in context.
  • 2. What brought you here today?
  • 3. Agenda • Blended Learning @ UCF • Blended Learning Toolkit • Your Blended Learning Needs • BlendKit Course Tour (detailed) • Your Blended Learning Plan
  • 4. Multiple Approaches Tech Enabled F2F + Online Web Enhanced Flip Class Reduced Seat Time Mandated “Recipes” “Blended”
  • 5. Caveats • No widely accepted definition of blended learning • Blended = “best/worst of both worlds” • Blended learning best conceptualized as f2f-enhanced web course • Integration of f2f and online is perhaps the most elusive of concepts for blended instructors • Materials shared here are targeted at those transitioning from f2f-only experience but may be applicable to those with prior online or blended experience • No one-size-fits-all answers • Goal: Provide resources you can use in developing your blended learning courses 5
  • 6. BLENDED LEARNING @ UCF An Institutional Profile
  • 7. Blended Learning at UCF Fully Online Courses Blended Learning Courses n n 500% growth in blended courses
  • 8. UCF Fall 2008 Headcount 33,087 65.8% 7,127 14.2% 2,847 5.7% 363 0.7% 923 1.8%1,436 2.9% 2,046 4.1% 1,301 2.6% 137 0.3% 865 1.7% 111 0.2% “Live” Main Campus Students 43,466 “Live” Rosen Campus Students 2,446 Web Students 11,514 “Live” Regional Students 4,800
  • 9. UCF Fall 2009 Headcount “Live” Regional Students 4,809 Web Students 14,543 “Live” Main Campus Students 45,988 33,988 63.5% 8,593 16.1% 3,637 6.8% 375 0.7% 1,030 1.9%1,497 2.8% 1,886 3.6% 827 1.6% 697 1.3% 782 1.5% 204 0.4% “Live” Rosen Campus Students 2,531
  • 10. 34,059 60.6% 10,363 18.4% 4,113 7.3% 478 0.9% 1,213 2.1% 1,490 2.7% 2,049 3.6% 758 1.4% 764 1.4% 695 1.2% 234 0.4% UCF Fall 2010 Headcount Web Students 17,172 “Live” Regional Students 5,251 “Live” Rosen Campus Students 2,472 “Live” Main Campus Students 47,926
  • 11. 34,999 59.8% 11,304 19.3% 4,435 7.6% 504 0.9% 1,363 2.3% 1,485 2.5% 1,825 3.1% 802 1.4% 744 1.3% 828 1.4% 209 0.4% “Live” Main Campus Students 49,852 “Live” Rosen Campus Students 2,604 Web Students 18,565 “Live” Regional Students 5,198 UCF Fall 2011 Headcount
  • 12. Blended Learning at UCF Blended Learning 2009-2010 Academic Year Totals since 2002 Sections 681 5,031 Registrations 24,241 160,860 Student Credit Hours (SCH) 70,438 476,823
  • 13. Course Evaluation Ratings Course Modality % Overall “Excellent” Blended 51.2% Fully Online 48.3% Face to Face 48.2% Lecture Capture (with classroom) 43.4% Lecture Capture (no classroom) 41.6% N = 672,185
  • 14. Student Success Rates by ModalityPercent 88 88 87 87 91 87 91 91 90 90 94 9088 88 88 88 89 88 0 10 20 30 40 50 60 70 80 90 100 F2F (n=669,518) Blended (n=60,309) Fully Online (n=157,922) Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11
  • 15. Withdrawal Rates by Modality 3 2 3 3 2 43 1 3 3 2 45 4 5 4 4 5 0 10 20 30 40 50 60 70 80 90 100 Spring 10 Summer 10 Fall 10 Spring 11 Summer 11 Fall 11 F2F (n=749,656) Blended (n=60,958) Fully Online (n=158,031) Percent
  • 16. Student Satisfaction in Fully Online and Blended Courses 39% Fully online (N = 1,526) Blended (N = 485) 41% 11% 9% Very Satisfied UnsatisfiedSatisfied Neutral 38% 44% 9% Very Unsatisfied 3% 5% 1% Percent
  • 17. Faculty Willingness to Teach Web/Blended Courses in the Future Positive Neutral or negative Online n=71 Blended N=53 Modality 81% 16% 2% 69% 13% 10% 6% 4% Definitely Probably Probably not Definitely not
  • 18. OVERVIEW The Blended Learning Toolkit 18 Refer to Accompanying Hand Out: http://bit.ly/tour_blt
  • 20. Project Overview • An open educational resource (OER) Blended Learning Toolkit containing: – Best practices, strategies, models, and course design principles. – Two OER prototype courses in Composition and Algebra. – Faculty development resources – Assessment and data collection protocols, including survey instruments and standards. 20
  • 21. Goals for BlendKit Course • Design and develop your blended learning course • Consideration of key issues related to blended learning and practical guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institutions). 21
  • 22. BlendKit Course Materials • Instructional modules • BlendKit Reader • Do-It-Yourself design tasks • Recordings of interdisciplinary faculty interviews • Recordings of online webinar discussions with faculty group http://bit.ly/blendkit 22
  • 23. YOUR BLENDED LEARNING NEEDS Think About It
  • 24. Pair and Share • Partner-up with one or more colleagues • Share what you would like to accomplish in your blended learning course(s) after today’s workshop • Refer your colleagues to any helpful resources you know
  • 25. GUIDED TOUR BlendKit Course Materials 25 Refer to Accompanying Hand Out: http://bit.ly/blendkit_notes
  • 28. DIY Tasks • Step-by-step guides for many common development tasks – Explanations – Templates – Examples • Five broad tasks with at least 2 sub-tasks each • Substantive in specificity! http://bit.ly/blendkit_diy 28
  • 29. DIY Tasks Task 01: Conceptualize Your Blended Learning Course Task 02: Design for Interaction in Your Blended Learning Course Task 03: Decide Upon Assessments of Learning in Your Blended Learning Course Task 04: Develop Content/Assignment Pages for Your Blended Learning Course Task 05: Assure Quality in Your Blended Learning Course http://bit.ly/blendkit_diy 29
  • 30. COURSE BLUEPRINT Task 01: Conceptualize Your Blended Course 30
  • 32. 32
  • 33. 33
  • 34. 34
  • 35. 35
  • 36. Course Blueprint • Easily by-passed, but don’t! • High level overview mapping course goals to assignments • Use electronic version or just do it on a piece of paper – Word template looks cool but doc versions may cause problems • May be “in your head,” but get it out on paper • Ignore delivery mode (f2f v. online) initially – Focus on identifying the best activities to achieve the course goals 36
  • 37. MIX MAP Task 01: Conceptualize Your Blended Course 37
  • 39. 39
  • 40. 40
  • 41. Mix Map • Identify a mode (f2f, online, both) for all components • Suggested approach – online course with face-to-face enhancements • How to decide on delivery mode: – Start with your absolutes - What has to be delivered face-to-face or online? What works best in one environment v. the other? – Next – What will work in either environment? – Note: You may need to modify an existing activity to fit a new delivery mode. (See Task 3) • Map out your overall strategy paying particular attention to how the two environments integrate – Integration is the single most challenging issue in blended learning! 41
  • 42. CREATE COURSE DOCUMENT DRAFTS Task 02: Design for Interaction 42
  • 44. 44
  • 45. 45
  • 46. 46
  • 47. Create Course Documents • Emphasis on single-purpose online documents (Neidorf, 2006) • Making the formerly implicit (f2f) explicit (online) • Clear articulation of student expectations • Some people prefer “print-friendly” versions (e.g., pdf) over HTML – TIP: See accessibility guidelines! 47
  • 48. MODULE INTERACTION WORKSHEET Task 02: Design for Interaction 48
  • 50. 50
  • 51. 51
  • 52. 52
  • 53. Module Interaction Worksheet • Builds upon Blueprint and Mix Map tasks • Sets the stage for Creating Module Pages • Assumes that one will be developing online modules – Several questions useful for designing interaction independent of module – Possibly think “weeks” instead of modules • Another opportunity to consider integration of f2f and online 53
  • 54. ASSIGNMENT INSTRUCTIONS Task 03: Decide Upon Assessments of Learning 54
  • 56. 56
  • 57. 57
  • 58. Assignment Instructions • Remember to revise Blueprint and Course Docs as ideas evolve! • Goal: Standalone documents with perfect clarity of expectations • The clearer the written communication, the more time is freed for f2f activities. • Goal: Make the formerly implicit explicit – However, written instructions could be distributed f2f or online. • Make sure students understand how each assignment links online and f2f • Do not duplicate assignments or content between f2f and online – Ex: Reading assignments as homework and then cover content in class. Make sure class discussion covers items subject to confusion and expands on reading through examples, case studies, etc. – If online assignment is an extension of f2f discussion/activity, ensure students understand what needs to be added or expanded in the online assignment. 58
  • 59. CONFIGURE ONLINE QUIZ SETTINGS Task 03: Decide Upon Assessments of Learning 59
  • 61. 61
  • 62. Configure Online Quiz Settings • A primer for online assessment – Minimize motivation for cheating – Examine biases for assessment in one mode over another – Make assumptions explicit (e.g., collaboration, etc.) – Opportunity to review cognitive level of existing assessments • Specifics will be determined by your CMS/testing software 62
  • 63. CREATE MODULE PAGES Task 04: Develop Content/Assignment Pages 63
  • 65. 65
  • 66. 66
  • 67. 67
  • 68. Create Module Pages • A possible extension of earlier Assignment Instructions and Module Interaction tasks • Goal: Standalone documents with perfect clarity of expectations • The clearer the written communication, the more time is freed for f2f activities. • One cohesive whole from which students may access assignment instructions, course content, etc. 68
  • 69. MODULE TEMPLATE Task 04: Develop Content/Assignment Pages 69
  • 71. 71
  • 72. Module Template • Use as a starting point • Decide upon all elements to include in your modules (e.g, objectives, content, references) • Use Word style sheet (e.g., “Heading 1,” etc.) • Review Assignment Instructions for possible module headings/sub-headings • Maintain consistency from one module to next • Use Zapt to generate accessible HTML if you wish 72
  • 75. 75
  • 76. Implementation Checklist • Very generic steps! • Incorporate your institution’s requirements • Structured approach is reminiscent of managing an online course (may feel unusual for f2f) • Note numerous cues for fostering integration of f2f/online • Note emphasis on iterative design (e.g., simple design feedback collection punch list for next version) 76
  • 77. BLENDED COURSE SELF- ASSESSMENT/PEER REVIEW FORM Task 05: Assure Quality 77
  • 79. 79
  • 80. 80
  • 81. 81
  • 82. Self-Assessment/Peer Review Form • Many elements are common to courses in all modes • Blended-specific sections – First (“Course Expectations”) – Last (“Implementation of Blended”) • Evaluate it yourself, but there’s no substitute for a new set of eyes! • Identify a trusted colleague • Note evaluation of design vs. implementation 82
  • 84. UCF Faculty Seminars in Online Teaching • Online/blended learning focused • Co-presented by teaching faculty and instructional designer • Information-packed • 30 minutes! • Interactive webinar format • Repository of recordings and supporting resources • New topics each semester Subscribe to mailing list to be notified of upcoming seminars http://bit.ly/facultyseminars
  • 85. Teaching Online Pedagogical Repository a resource to support the curation of effective pedagogical practices in online and blended courses individual entries include: • strategy description drawn from the pedagogical practice of online/blended teaching faculty • artifacts depicting the strategy from actual courses • alignment with cited findings from research or professional practice literature All released for reuse/remix under Creative Commons http://topr.online.ucf.edu
  • 87. YOUR BLENDED LEARNING NEEDS Take Action
  • 88. Your Personal Action Plan • Reflect upon today’s session • Review your notes on BlendKit Course • Identify one or more ideas you can put into action • Write down how you will apply the idea • Tell one other person what you plan to do • Exchange contact info and plan to touch base

Editor's Notes

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  77. KelvinHaving heard the presentation, what is your plan for moving forwardHow can we help