Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz

Objectives Recognize, formulate, and apply strategies for designing online for a Blended Format Write objectives Create module structure Identify easy & difficult to understand navigation

Recognize, formulate, and apply strategies for designing online for a Blended Format

Write objectives

Create module structure

Identify easy & difficult to understand navigation

Why Redesign? Ensures your design facilitates your course Engage students in dynamic and vital communities Students take responsibility for content and learning Students learn through active participation and inquiry 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]

Ensures your design facilitates your course

Engage students in dynamic and vital communities

Students take responsibility for content and learning

Students learn through active participation and inquiry

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]

Start Here Start with your objectives Objectives affect the design and content of your course State objectives throughout your course Objectives will give your course: Clarity Direction Clear sense of Accomplishment

Start with your objectives

Objectives affect the design and content of your course

State objectives throughout your course

Objectives will give your course:

Clarity

Direction

Clear sense of Accomplishment

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: A beginning, middle, and end

Clear statement of what students will be able to do when they are finished with an instructional component

Focuses on student performance

Provides structure: A beginning, middle, and end

Meeting Objectives Source: Blending In, March 2007

Writing Module Objectives 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? Objectives should be clearly stated and easy for students to understand Objectives should include content mastery skills and critical thinking skills

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?

Objectives should be clearly stated and easy for students to understand

Objectives should include content mastery skills and critical thinking skills

Why Modules? Easier to find course content Allows students to focus on content rather than form Content becomes manageable Prevents information overload “ 7 +/-2 rule” Source: Blending In, March 2007

Easier to find course content

Allows students to focus on content rather than form

Content becomes manageable

Prevents information overload

“ 7 +/-2 rule”

Modules Defined 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 control the chunks Source: Blending In, March 2007

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 control the chunks

Module Elements for Blended Objectives Mode or Presentation Transitions or “The Blend” Variety of Learning Activities Building Community Feedback Assessment Organization & Structure

Objectives

Mode or Presentation

Transitions or “The Blend”

Variety of Learning Activities

Building Community

Feedback

Assessment

Organization & Structure

Surv ival Strategies No “one size fits all” Start from a 30,000’ level Consider chunking your course Consider online components and face to face components and how they connect Be prepared for change Try to gain some effective uses of classroom time through online Source: Inside Out, Upside Down (2002) Teaching with Technology Today

No “one size fits all”

Start from a 30,000’ level

Consider chunking your course

Consider online components and face to face components and how they connect

Be prepared for change

Try to gain some effective uses of classroom time through online