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






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Blended by Design: Day 2 Presentation Transcript

  • 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