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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
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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
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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.
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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).
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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
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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
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
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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
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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
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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!
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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!
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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
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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.
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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
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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.
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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
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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)
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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
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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
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