Designing for Blended Learning
<ul><li>Blended course redesign requires a  willingness to step back and  consider the goals and  range of possibilities, ...
Key elements  for  designing blended learning  Zheng and Smaldino, p. 113 <ul><li>Course design and content </li></ul><ul>...
Zheng and Smaldino, p. 113 Course design and content
Key considerations   for  course design and content Learner considerations Learning task/content Instructional strategies ...
Current course analysis <ul><li>Look at F2F course as a whole </li></ul><ul><ul><li>Goals and objectives </li></ul></ul><u...
Current course analysis <ul><li>Manage content volume </li></ul><ul><li>Allow time for students to reflect and process </l...
What do you want your students to learn and how will you know they have learned it?
Learning task/content <ul><li>What are key objectives/learning outcomes? Are they clearly written for student level and in...
Learner considerations <ul><li>What are students’ knowledge and skill gaps? </li></ul><ul><li>How many students? </li></ul...
Learner considerations <ul><li>Are students open to new ways of learning? </li></ul><ul><li>Are students self-motivated? <...
Instructional strategies <ul><li>What works well F2F? Lecture vs. discussion </li></ul><ul><li>What does not work well F2F...
Media and materials <ul><li>Enhance content with visual / auditory stimuli – music, video, recorded narration </li></ul><u...
Live  In-Person Instructor-led classroom Hands-on labs Coaching/mentoring On-the-job training Synchronous Virtual Collabor...
Learning environment <ul><li>Identify student/instructor roles </li></ul><ul><li>Learner-centered </li></ul><ul><li>Collab...
Course design preparation <ul><li>Minimum 3 months – 1 year optimal </li></ul><ul><li>Go easy – repurpose  slowly </li></u...
Visual design considerations Layout  Meaningful headings, bullet points, keywords Appropriate colors, font styles/size Ima...
Course redesign planning framework <ul><li>Identify the desired results </li></ul><ul><li>What do I want my students to be...
Example:  Decision-making processes <ul><li>Identify Desired Results </li></ul><ul><li>Ability to analyze and critique dec...
<ul><li>Identify Desired Results </li></ul><ul><ul><li>I want my students to apply standard forms of textual analysis to “...
Blended course learning activities Joosten and Mangrich <ul><li>Readings </li></ul><ul><li>Lectures </li></ul><ul><li>Expe...
The first week of class <ul><li>Course orientation  </li></ul><ul><li>Discussion board topics </li></ul><ul><ul><li>Techni...
During the course <ul><li>Virtual and/or F2F office hours </li></ul><ul><li>Communicate frequently </li></ul><ul><li>Read ...
The end of the course <ul><li>Summative student feedback </li></ul><ul><li>Finalize and submit grades </li></ul><ul><li>Ar...
<ul><li>Schaffer </li></ul>
Summary <ul><li>Analyze F2F course for planning </li></ul><ul><li>Scrutinize course objectives </li></ul><ul><li>Know your...
Let’s Practice Worksheet for  Redesigning a  Face-to-face Course  with Online Components
References and Resources <ul><li>Bersin, J. (2004 ). The blended learning book: Best practices, proven methodologies, and ...
References and Resources <ul><li>Savery, J. R. (2005).  BE VOCAL: Characteristics of successful online instructors.   http...
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Blended Course Design

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

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  • Blended Course Design

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