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Blended Course Design

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presentation by Janet Giesen covering some of the general steps in designing a blended course

presentation by Janet Giesen covering some of the general steps in designing a blended course


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  • Online lectures can come to life with video, audio and images Online discussions can come to life with effective prompts, questions and comments
  • up/downloading email attachments, Wimba login, virtual classroom, chat, – questions on assignments, schedule, content, introductions/biographies - survey, quiz, assignment
  • Transcript

    • 1. Designing for Blended Learning
    • 2.
      • Blended course redesign requires a willingness to step back and consider the goals and range of possibilities, strategies, techniques, and tools
      • Garrison and Vaughan, 2008
    • 3. Key elements for designing blended learning Zheng and Smaldino, p. 113
      • Course design and content
      • Interaction/collaboration
      • Technology
      • Assessment
      • Learner/faculty support
    • 4. Zheng and Smaldino, p. 113 Course design and content
    • 5. Key considerations for course design and content Learner considerations Learning task/content Instructional strategies Media and materials Learning environment Course design preparation
    • 6. Current course analysis
      • Look at F2F course as a whole
        • Goals and objectives
        • Content
        • Activities and engagement
        • Assessments
      • What do you have now that could be taught online?
      • Do course objectives still apply?
      Garrison and Vaughan
    • 7. Current course analysis
      • Manage content volume
      • Allow time for students to reflect and process
      • Create a community of inquiry
        • Interaction & reflection facilitate creative thinking
      • Reconceptualize redesign of the entire course
      Garrison and Vaughan
    • 8. What do you want your students to learn and how will you know they have learned it?
    • 9. Learning task/content
      • What are key objectives/learning outcomes? Are they clearly written for student level and in each module?
      • How much content will be F2F vs. online?
      • Can you chunk content into manageable segments? In logical sequence?
      • Can you make quick updates to online content?
    • 10. Learner considerations
      • What are students’ knowledge and skill gaps?
      • How many students?
      • Are students comfortable with technologies you plan to use? How will you support them?
      • Access to the Internet?
      • Access to a computer / use a computer?
      Staley
    • 11. Learner considerations
      • Are students open to new ways of learning?
      • Are students self-motivated?
      • How will you encourage students to participate?
      • How will you mix learning activities that cater to variety of student learning preferences?
    • 12. Instructional strategies
      • What works well F2F? Lecture vs. discussion
      • What does not work well F2F? Move online?
      • What strategies best support learning objectives?
      • What strategies best meet students’ needs?
      • Will learning activities align with learning objectives?
    • 13. Media and materials
      • Enhance content with visual / auditory stimuli – music, video, recorded narration
      • Make ancillary resources available on and off-line
      • Make content available internally (CDROM) / externally (Internet)
      • Utilize Blackboard
    • 14. Live In-Person Instructor-led classroom Hands-on labs Coaching/mentoring On-the-job training Synchronous Virtual Collaboration Live online learning Online chat/IM sessions Conference calls Video conferencing Asynchronous Virtual Collaboration Online discussion boards Listservs E-mail Blogs Wikis Self-Paced Asynchronous Online tutorials Simulations Online self-assessments Archived webinars Podcasts CD-ROMS F2F ONLINE
    • 15. Learning environment
      • Identify student/instructor roles
      • Learner-centered
      • Collaborative, sharing, community
      • Motivational activities/techniques
      • Frequent student feedback
      • Address accessibility at all levels (design, content, technology)
    • 16. Course design preparation
      • Minimum 3 months – 1 year optimal
      • Go easy – repurpose slowly
      • Experiment along the way
      • Use familiar technology , add more later
      • Consider number of assignments > consider your work load
      • Focus on design – not technology
      • Use existing resources
      • Build support network
    • 17. Visual design considerations Layout Meaningful headings, bullet points, keywords Appropriate colors, font styles/size Images – only if they support content
    • 18. Course redesign planning framework
      • Identify the desired results
      • What do I want my students to be able to do at the end of the lesson?
      • Determine acceptable evidence
      • What evidence or documentation do I require to demonstrate my students’ learning?
      • Plan learning experiences and instruction
      • What learning activities will produce this evidence or documentation?
      Joosten and Mangrich
    • 19. Example: Decision-making processes
      • Identify Desired Results
      • Ability to analyze and critique decision-making processes
      • Acceptable Evidence
      • Accurate written application of theory from the content given a decision-making situation in determining what was effective and what was ineffective in the decision-making process
      • Learning Experiences and Instruction
      • Students view video clips from Apollo 13 movie
      • Students post analysis that integrates concepts from reading and lecture
      Joosten and Mangrich
    • 20.
      • Identify Desired Results
        • I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audio/visual
      • Acceptable Evidence
        • Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads
      • Learning Experience
      • Studying exercise on asymmetry and substitution
      Example: Ads in American Culture Joosten and Mangrich
    • 21. Blended course learning activities Joosten and Mangrich
      • Readings
      • Lectures
      • Expert guests
      • Simulations
      • Role-plays
      • Case studies
      • Video/web analyses
      • Research modules
      • Brainstorming
      • Individual presentations
      • Debate teams
      • Structured group projects
      • Collaborative exams
      • Collaborative discussions
      • Student-led discussions
      • Instructor-led group discussions
    • 22. The first week of class
      • Course orientation
      • Discussion board topics
        • Technical help discussion – “Tech help”
        • Course help – “Peer Assist”
        • Online activity – assessment / bio
      • Posting activity
      University of Central Florida
    • 23. During the course
      • Virtual and/or F2F office hours
      • Communicate frequently
      • Read and respond to discussion postings
      • Update and release content as needed
      • Grade assessments
      • Ongoing student feedback
      • Manage your time
      • Build a support system
      University of Central Florida
    • 24. The end of the course
      • Summative student feedback
      • Finalize and submit grades
      • Archive course
      • Self assess
      • Plan next course
      University of Central Florida
    • 25.
      • Schaffer
    • 26. Summary
      • Analyze F2F course for planning
      • Scrutinize course objectives
      • Know your online role & level of expertise
      • Be aware of time commitment
      • Learn/teach the technologies
      • Seek out support systems
      • Reflect and revise
    • 27. Let’s Practice Worksheet for Redesigning a Face-to-face Course with Online Components
    • 28. References and Resources
      • Bersin, J. (2004 ). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.
      • Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
      • Garrison, D. Randy, & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
      • Illinois Online Network (2007). Instructional Design. http://www.ion.uillinois.edu/resources/tutorials/id/index.asp
      • Joosten, T., & Mangrich, A. (2009). Welcome to getting started with blended learning.
      • http://www.slideshare.net/tjoosten/blended-learning-day-2-riyadh
      • Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin. http://vfc.project.mnscu.edu
    • 29. References and Resources
      • Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. http://www.ncolr.org/jiol/issues/PDF/4.2.6.pdf
      • Shaffer, S. C. (2009). Blended learning. http://tinyurl.com/y96mg4x
      • Staley, L. (2007). Blended learning guide. http://www.webjunction.org/c/document_library/get_file?folderId=443615&name=DLFE-12302.pdf
      • University of California, Chico. (2009). Rubric for Online Instruction. http://www.csuchico.edu/celt/roi/
      • University of Central Florida (2008). Teaching Online. http://teach.ucf.edu/
      • Zheng, J., & Smaldino, S. (2009). Key instructional design elements for distance education. In A. Orellana, T. L. Hudgins, & M. Simonson (Eds.), The perfect online Course: Best practices for designing and teaching (pp. 107-126). Charlotte, NC: Information Age Publishing, Inc.