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Blended by Design: Day 2
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Blended by Design: Day 2


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    • 1. Blended by Design: Designing and Developing a Blended Course
      • Veronica Diaz, PhD, [email_address]
      • Jennifer Strickland, PhD, [email_address]
      • Laura Ballard, [email_address]
    • 2. Day 2 Course redesign and engagement
    • 3. Objectives
      • Continue with the module design process
      • Describe instructional design techniques used to organize content
      • Identify course activities suited to the online or classroom environment
      • Review some classroom technologies
      • Explore strategies and techniques to infuse student-student and instructor-student interaction and engagement
    • 4. 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 & .
    • 5. 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.
    • 6. 4 Basic Redesign Steps
      • Identify course content for a module
      • Write learning objectives and develop instructional modules
      • Select course (re) design strategies: determining which strategy is most appropriate for your course
      • Integrate course content activities in classroom and online environments: determining what is best suited in either the online or classroom environment
    • 7. 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?
    • 8. Support Objectives by
      • Integrating learning technologies
        • Classroom technologies
        • Emerging technologies
        • Online resources
      • Developing diverse assessment techniques
      • Infusing active learning, interaction, and peer engagement
    • 9. 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
    • 10. Meeting Objectives
      • Source: Blending In, March 2007
    • 11. Course Organization
      • Dates
      • Topic
      • Readings
      • Section
      • Unit
      • Module
    • 12. 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
    • 13. Mapping Your Course Part II
      • Select one chunk or module
      • What does the instructor do?
      • What does the learner do?
      • What can stay in the classroom?
      • What can happen online?
      • What is the relationship between the two?
      • Apply Bloom’s levels
    • 14. Building Community among Students
    • 15. What makes a successful community?
      • Individuals feel safe
      • Get questions answered
      • Have conversations
      • Get resources/information
      • Support
      • Friendship
      • Produce a product
      • Individual and shared identities
    • 16. Jane Livingston, 2006, Building Community in a Blended Course, Educause
    • 17. Building Community
      • Start early
      • Make it relevant
      • Identify connections
      • Create opportunities for engagement
      • Encourage participation
    • 18. Collaboration Benefits
      • Passive to interactive
      • Increase retention of class materials
      • Develops critical thinking skills
      • Knowledge construction
      • Builds community
      • Team building
      • Interpersonal skills
      • Importance of emphasizing the relationship of interactive activities to “content”
    • 19. Power Law of Participation Ross Mayfield:
    • 20. In Class: Student Collaborative or Interactive Activities
      • In class writing activities
      • 5 minute discussion questions
      • Scripted scenarios for role playing
      • Think-Pair-Share
      • Note Check
      • Case Studies
      • Discussions
      • Group Projects
    • 21. Online: Student Collaborative or Interactive Activities
      • Case studies
      • Discussions
      • Forums: Panel or Symposium
      • Experiential Learning
      • Group Projects
        • Role-play
        • Games & Simulations
        • Demonstrations
        • Online Presentations
    • 22. Activity
      • Keeping your module in mind, develop a community-building activity for use online or in the classroom
      • Report out
    • 23. Break
    • 24. Facilitating and Assessing Online Discussions
      • Laura Ballard
    • 25. Please think about and answer the following questions.
      • How do you use classroom discussion in your current courses?
      • How do you assess students?
    • 26. Written Communication in the Online Environment
      • Netiquette:
    • 27. Discussion boards must be graded with substantial points assigned
    • 28. Ways to Use a Discussion Board
      • Prepare for upcoming in-class discussion (pre-assignment)
        • Reading
        • Review of literature
      • Follow-up to in-class discussion (continue discussion or post-assignment)
      • Extension of in-class discussion and assignments (exploratory, will not be covered in class)
      Source: Teaching Online A Practical Guide by Ko and Rossen
    • 29. Ways to Use a Discussion Board Continued
      • Question and answer forum (to create an FAQ page)
      • Pose a problem and have students generate possible solutions – discuss those solutions
      • Students post homework or projects and get classmate feedback
      • Case study
      Source: Teaching Online A Practical Guide by Ko and Rossen
    • 30. Ways to Use a Discussion Board Continued
      • Students critique classmates’ work using provided evaluation guidelines
      • Find/evaluate web resources on lesson/topic and discuss results
      • Invite guest speakers/lecturers
      • Debate about topic
    • 31. Quick Tip!
      • Consider allowing students to self assign groups that will take charge of a particular week’s DB creation, facilitation, and summary.
    • 32. Questioning Techniques
      • “ Name and describe three social systems theories that apply to community development.”
      • “ What theory of community development did you find yourself relating to most? Why? How would you apply that theory to our learning community?”
      Lessons from the Cyberspace Classroom: The Realities of Online Teaching, Rena Palloff and Keith Pratt (pg. 121)
    • 33. Moderating and Facilitating Online Discussion
      • Encourage participation
      • Ensure that some students don’t dominate
      • Keep discussion focused
      • Bring out multiple perspectives
      • Summarize highlights
      • Do not dominate or be over-involved in the discussion
      Source: Gregg Kearsley Online Education: Learning and Teaching in Cyberspace, Wadsworth: 2000, p. 85 Source: Tom Nolan, Sonoma State University
    • 34. Discussion Boards in Your Hybrids
      • How will you use the discussion board?
      • See Discussion Board Ideas handout
    • 35. Utilizing Student Teams and Community Building
    • 36. Which best describes your experience with student teams?
    • 37. Using Teams
      • Based on the work of Larry Michaelsen (University of Oklahoma)
      • 3 Keys
        • Promoting ongoing accountability
        • Using linked and mutually reinforcing assignments
        • Adopting practices that stimulate idea exchange
    • 38. Promoting Ongoing Accountability
      • Require pre-group work
      • Require group members to express individual opinions and monitor via another member
      • Include peer evaluation in grading
      • Readiness Assurance Process
        • Test over readings
        • Group: Test, discuss, reach consensus and retest
        • Provide information for peer feedback process
    • 39. Using linked and Mutually Reinforcing Assignments
    • 40. Adopting Practices that Stimulate Idea Exchange Use of assignments that create conditions that foster give-and-take interaction
      • Assign roles
      • Use permanent groups
      • Allow some in-class group work
      • Size: 4-7
      Diversity of opinion, ideas, and perspectives
      • Not too easy
      • Not too much writing
      • Employ, select, apply concepts from the course
    • 41. Team Teaching Tips
      • Outline learning goals
      • Teach team skills
      • Clear and detailed instructions
      • Rubric
      • Stages of team development
        • Forming - polite but untrusting
        • Storming - testing others
        • Norming - valuing other types
        • Performing - flexibility from trust
    • 42. Team Contracts
      • Purpose, goals, and missions
      • Expectations
      • Roles
      • Conflict resolution strategies
      • Meetings
      • Communication
      • Decision-making policy
      • Agendas
      • Record-keeping
    • 43. Other Resources
      • Team Based Learning (Michaelsen)
      • Video Demonstrations
        • http ://
    • 44.
    • 45. 4 Questions
      • What do I want students to be able to DO after this unit of instruction (behavioral outcomes)
      • What will students have to KNOW to do XYZ (learning outcomes)
      • How can I ASSESS whether or not students have successfully mastered key course concepts?
      • How can I tell if students will be able to USE their knowledge of key course concepts? (application)
    • 46. Activity
      • Using the 4 questions, develop some type of team activity for a unit in your course
      • Report out