Blended by Design: Designing the Redesign
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  • 1. Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz
  • 2. Objectives
    • Recognize, formulate, and apply strategies for designing online for a Blended Format
    • Write objectives
    • Create module structure
    • Identify easy & difficult to understand navigation
  • 3. 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]
  • 4. 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
  • 5. 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
  • 6. Meeting Objectives Source: Blending In, March 2007
  • 7. 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
  • 8. 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
  • 9. 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
  • 10. Module Elements for Blended
    • Objectives
    • Mode or Presentation
    • Transitions or “The Blend”
    • Variety of Learning Activities
    • Building Community
    • Feedback
    • Assessment
    • Organization & Structure
  • 11. 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