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Blended by Design: Day 1

Blended by Design: Day 1






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Blended by Design: Day 1 Blended by Design: Day 1 Presentation Transcript

  • Blended by Design: Designing and Developing a Blended Course
    • Veronica Diaz, PhD, [email_address]
    • Jennifer Strickland, PhD, [email_address]
    • Laura Ballard, [email_address]
  • 5-Minute University
  • Program Overview
    • Format
    • Hands-on, curriculum (re)design work
    • Team/individual work
    • Support resources and tools
    • Blackboard site
    • http://ablendedmaricopa.pbwiki.com/
    • Evaluations
    • Topics
    • Day 1: Blended learning overview and redesign
    • Day 2: Course redesign and engagement
    • Day 3: Assessment, student success and collaboration
    • Day 4: Academic integrity, copyright, and quality assurance
  • Learning Objectives
    • To understand blended learning
    • To identify and connect with the blended learning community
    • To accumulate resources that can be used today and in the future
    • To learn to use tools to convert into or create a blended course
    • To design a module and to understand the steps in doing so
    • To be introduced to the process of integrating technology in a meaningful way that promotes student learning
    • To understand basic principles in creating a high quality blended learning experience
    • To understand the implications of teaching in a blended environment
    • Facilitators
    • Participants
      • Break into pairs
      • What is blended learning
      • What makes a good blended course faculty member
      • Post on the wiki
  • Face-to-Face Course
  • Getting from A to B
  • What is blended learning?
  • The 10 Blended Questions
    • As a Guide Throughout
  • 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
  • The Optimal Model
    • Teaching 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
    • Communicate online and face-to-face
    • 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
    • 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
    • The Sloan Consortium
    National data reports
  • What can it look like?
    • The National Center for Academic Transformation
      • http://www.thencat.org
      • Replacement Model Examples: http://thencat.org/PCR/model_replace_all.htm
    • Syllabi review on Blackboard
      • Anthropology
      • Nursing
      • Spanish
      • Distance Learning
  • Blended course examples
    • American National Government (UCF)
    • Introductory Astronomy (UCB)
    • Economic Statistics (UIUC)
    • General Chemistry (UI)
    • Intermediate Spanish Transition (UTK)
    • General Chemistry (UWM)
    • College Composition (Tallahassee CC)
    • Computer Literacy (U of Buffalo, SUNY)
    • English Composition (BYU)
    • General Psychology (CSU Pomona)
    • Computer Programming (Drexel U)
    • Elementary Statistics (Penn State U)
    • Introductory Spanish (Portland State U)
    • Elementary Algebra (Riverside CC)
    • Six Innovative Course Redesign Practices
  • Activity: Reviewing Blended Courses
    • Individually
    • Browse as many blended course syllabi as possible
    • Review the NCAT redesign course examples
    • What did you observe to be different in the traditional course from the blended course
    • In your Teams
    • Identify and agree upon unique features and strategies of blended courses
    • Report out
  • Activity: Mapping Your Course, Part I
    • Handout: Mapping your Course Part I
    • Map out your face2face course from the syllabus and/or other documents
    • Identify the chunks in your course via the topics in your syllabi
    • Select one chunk to work with during the week
    • Report out to group
  • What can be done in the classroom?
    • Our Ideas
    • Complex and ill-structured content
    • Demonstration of complex skills – live
    • Practice of complex skills
    • Higher order discussions
    • Observation
    • Some team work
    • Your Ideas
  • What can be done in the online classroom?
    • Our Ideas
    • Student interaction that is primarily narrative
    • Group discussion
    • Group planning
    • Group analysis
    • Synthesis of content
    • Assessment
    • Research
    • Your Ideas
  • What is the relationship between these two?
    • Our Ideas
    • Product of online and class work
    • Assessment
    • Portion of a series of interrelated assignments
    • Discussion/reflection
    • Your Ideas
  • Bloom’s Taxonomy
    • Focus on cognitive
    • Focus on measure of learning
    • Focus on learner