Blended Course Design
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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.