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Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz
Objectives <ul><li>Recognize, formulate, and apply strategies for designing online for a Blended Format </li></ul><ul><li>...
Why Redesign? <ul><li>Ensures your design facilitates your course </li></ul><ul><li>Engage students in dynamic and vital c...
Start Here <ul><li>Start with your objectives </li></ul><ul><li>Objectives affect the design and content of your course  <...
Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional c...
Meeting Objectives Source: Blending In, March 2007
Writing Module Objectives <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><...
Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Allows students to focus on content rather than form ...
Modules Defined <ul><li>Course content broken down into “chunks”  </li></ul><ul><li>Course structure in a repetitive manne...
Module   Elements for Blended <ul><li>Objectives </li></ul><ul><li>Mode or Presentation </li></ul><ul><li>Transitions or “...
Surv ival Strategies <ul><li>No “one size fits all” </li></ul><ul><li>Start from a 30,000’ level </li></ul><ul><li>Conside...
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Blended by Design: Designing the Redesign

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  • Transcript of "Blended by Design: Designing the Redesign "

    1. 1. Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz
    2. 2. Objectives <ul><li>Recognize, formulate, and apply strategies for designing online for a Blended Format </li></ul><ul><li>Write objectives </li></ul><ul><li>Create module structure </li></ul><ul><li>Identify easy & difficult to understand navigation </li></ul>
    3. 3. Why Redesign? <ul><li>Ensures your design facilitates your course </li></ul><ul><li>Engage students in dynamic and vital communities </li></ul><ul><li>Students take responsibility for content and learning </li></ul><ul><li>Students learn through active participation and inquiry </li></ul><ul><li>Blended Learning and Course Redesign in Higher Education: Dr. Randy Garrison, Dr. Norm Vaughan Assessing the Role of Teaching Presence from the Learner Perspective [ http://connect.educause.edu/library/abstract/BlendedLearningandCo/39282] </li></ul>
    4. 4. Start Here <ul><li>Start with your objectives </li></ul><ul><li>Objectives affect the design and content of your course </li></ul><ul><li>State objectives throughout your course </li></ul><ul><li>Objectives will give your course: </li></ul><ul><ul><li>Clarity </li></ul></ul><ul><ul><li>Direction </li></ul></ul><ul><ul><li>Clear sense of Accomplishment </li></ul></ul>
    5. 5. Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional component </li></ul><ul><li>Focuses on student performance </li></ul><ul><li>Provides structure: A beginning, middle, and end </li></ul>
    6. 6. Meeting Objectives Source: Blending In, March 2007
    7. 7. Writing Module Objectives <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><ul><li>What do they need to know? </li></ul></ul></ul><ul><ul><ul><li>What do they need to be able to do? </li></ul></ul></ul><ul><ul><ul><li>What will they know as a result of my instruction? </li></ul></ul></ul><ul><li>Objectives should be clearly stated and easy for students to understand </li></ul><ul><li>Objectives should include content mastery skills and critical thinking skills </li></ul>
    8. 8. Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Allows students to focus on content rather than form </li></ul><ul><li>Content becomes manageable </li></ul><ul><li>Prevents information overload </li></ul><ul><li>“ 7 +/-2 rule” </li></ul>Source: Blending In, March 2007
    9. 9. Modules Defined <ul><li>Course content broken down into “chunks” </li></ul><ul><li>Course structure in a repetitive manner allowing for easy navigation </li></ul><ul><li>Content organized in conceptually related blocks </li></ul><ul><li>Consistent, logical, clear, common sense, apply past experience, let the content control the chunks </li></ul>Source: Blending In, March 2007
    10. 10. Module Elements for Blended <ul><li>Objectives </li></ul><ul><li>Mode or Presentation </li></ul><ul><li>Transitions or “The Blend” </li></ul><ul><li>Variety of Learning Activities </li></ul><ul><li>Building Community </li></ul><ul><li>Feedback </li></ul><ul><li>Assessment </li></ul><ul><li>Organization & Structure </li></ul>
    11. 11. Surv ival Strategies <ul><li>No “one size fits all” </li></ul><ul><li>Start from a 30,000’ level </li></ul><ul><li>Consider chunking your course </li></ul><ul><li>Consider online components and face to face components and how they connect </li></ul><ul><li>Be prepared for change </li></ul><ul><li>Try to gain some effective uses of classroom time through online </li></ul>Source: Inside Out, Upside Down (2002) Teaching with Technology Today
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