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Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
Blended Course Design
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?
    • 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.
      • Joosten, T., & Mangrich, A. (2009). Welcome to getting started with blended learning.
      • Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin.
    • 29. References and Resources
      • Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors.
      • Shaffer, S. C. (2009). Blended learning.
      • Staley, L. (2007). Blended learning guide.
      • University of California, Chico. (2009). Rubric for Online Instruction.
      • University of Central Florida (2008). Teaching Online.
      • 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.