Welcome to “Getting Started with Blended Learning” Tanya Joosten (tjoosten@uwm.edu) Amy Mangrich (amangric@uwm.edu) Univer...
Backwards design approach: Designing a learning module Learning Technology Center University of Wisconsin-Milwaukee eLi 20...
Choosing a model for blended course redesign <ul><li>Classic works on “backwards design”  </li></ul><ul><ul><li>Understand...
 
Backwards design process <ul><li>What do I want my students to be able to  do   (i.e., not just “know”) at the end of the ...
 
Example 1: Video Analysis <ul><li>Identify Desired Results: </li></ul><ul><li>Ability to analyze and critique decision mak...
Apollo 13
 
 
Example 2: Ads in American Culture <ul><li>So what do I want my students to be able to  do ? </li></ul><ul><li>I want my s...
What evidence will I accept? <ul><li>Use of standard textual-critical techniques such as asymmetry and substitution to ide...
Sample learning activities <ul><li>Studying up exercise (asymmetry and substitution) </li></ul><ul><li>Shopping knowledge ...
Activity: Developing a learning module using backwards design
Desired Results <ul><li>Learning Outcomes </li></ul><ul><li>What should students know, understand, and be able to do?  </l...
Six Facets of Understanding <ul><li>Explanation </li></ul><ul><li>Interpretation  </li></ul><ul><li>Application  </li></ul...
Determine Acceptable Evidence <ul><li>How will we know if students have achieved the desired results and met the standards...
Continuum of Assessment Methods
Planning the Learning Experience <ul><li>What enabling knowledge (facts, concepts, and principles) and skills (procedures)...
List of Possible Activities <ul><li>Comprehensions </li></ul><ul><li>Reading </li></ul><ul><li>Lecture Module </li></ul><u...
Staying organized and helping your students  Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh:...
Why do students drop blended courses? <ul><li>Workload is too great </li></ul><ul><li>Inadequate information and/or suppor...
Managing student expectations about your blended course <ul><li>Blended courses involve at least as much work as tradition...
Helping your students manage their time <ul><li>Provide a longer timeline for the completing online assignments than tradi...
Helping your students with technology issues <ul><li>Make sure that students know what hardware/software is required as ea...
Tips for communicating with your students <ul><li>Answer email and discussion postings on a schedule known to everyone </l...
Tips for staying organized <ul><li>Establish and maintain a good folder and file structure </li></ul><ul><li>Schedule time...
Tips for an effective course website <ul><li>Design consistent and easy navigation for your course website </li></ul><ul><...
Tips for choosing course technologies <ul><li>High tech is often high risk </li></ul><ul><li>Choose technology that you ar...
For more information: <ul><li>Visit the Learning Technology Center’s blended/hybrid Web site resource page at:  http://ble...
Group Activity: Developing a Learning Module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh:...
Managing small group work to build peer networks Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riy...
Why use groups online? <ul><li>Aids in building a learning community </li></ul><ul><li>Provides students with an opportuni...
Overview <ul><li>Challenges to Online Group Work </li></ul><ul><li>Creating Groups: Issues to Consider </li></ul><ul><li>D...
What are some challenges  to group work?
Challenges to Online Group Work <ul><li>Social Loafing </li></ul><ul><li>Transaction Costs </li></ul><ul><li>Nonverbal Cue...
Creating Groups: Issues to Consider <ul><li>Group Size, Projects vs. Discussions </li></ul><ul><li>Group Diversity  </li><...
Sample Guidelines for Students: Getting Your Group Started <ul><li>Create a group name  </li></ul><ul><li>Appoint a leader...
Designing Group Learning Activities: Guide for Instructors  <ul><li>What aspects of the content lend themselves to group a...
Sample Group Learning Activities <ul><li>Project Teams </li></ul><ul><li>Simulations </li></ul><ul><li>Case Studies </li><...
Assessing Student Performance <ul><li>Student Assessments </li></ul><ul><ul><li>Peer Feedback Form </li></ul></ul><ul><ul>...
Resources <ul><li>Palloff, R.M. & Pratt, K. (1999).  Building learning communities in cyberspace .  San Francisco, CA: Jos...
Using a blended approach for small group projects  Example: Art in the Public Space Learning Technology Center University ...
Site and the Public Space <ul><li>Upper-level undergraduate course </li></ul><ul><li>Student majors included Visual Art, A...
Introduction to “Site and the Public Space”
Coursework for the semester & final project
Visual representation of final project structure
Ideation – off-campus activity
Ideation – online and in-class work
Final project “proposal” assignment overview
Proposal – in-class activity
Proposal – online work
Proposal – off-campus activity
Final project “research” assignment overview
Research – in-class activity
Research – online work
Proposal – off-campus activity
“ Production” for the final project
“ Installation” of the final project
“ Where Do You Live?”
Success through the blended course model
Lunch Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
Group Activity: Developing a Group Activity Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: ...
Evaluating your course, before, during, and after: A blended course evaluation rubric Learning Technology Center Universit...
What is the difference between assessment and evaluation? <ul><li>Assessing Student Learning </li></ul><ul><ul><li>Determi...
Why is evaluation  particularly  important for blended courses? <ul><li>Blended courses are different than face-to-face </...
What tools can faculty use to evaluate their course? <ul><li>Evaluation checklist </li></ul><ul><li>Evaluation can involve...
What do we want to evaluate? <ul><li>Learner Support </li></ul><ul><li>Course Organization and Design </li></ul><ul><li>In...
Learner support <ul><li>Not a significant issue in traditional face-to-face courses </li></ul><ul><li>Student self-assessm...
Course organization and design <ul><li>A basic syllabus affords a contract between instructor and students </li></ul><ul><...
Instructional design and delivery <ul><li>A relationship between learning objectives and learning activities </li></ul><ul...
Integration of face-to-face and online  <ul><li>If course redesign is not completely thought through, there is a tendency ...
Student assessment <ul><li>The online environment lends itself to frequent, low-stakes assessment with ample feedback </li...
Student feedback <ul><li>Like student assessment: frequent, low-stakes, and information-rich </li></ul><ul><li>The simple ...
Conclusion <ul><li>Why is evaluation integral to blended and online courses? </li></ul><ul><li>A variety of evaluation too...
Individual Activity: Using the Evaluation Checklist Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 ...
Q&A Evaluation of Workshop Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
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Blended Learning, Day 2, Riyadh

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Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.

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  • Transcript of "Blended Learning, Day 2, Riyadh"

    1. 1. Welcome to “Getting Started with Blended Learning” Tanya Joosten (tjoosten@uwm.edu) Amy Mangrich (amangric@uwm.edu) University of Wisconsin-Milwaukee Milwaukee, WI USA
    2. 2. Backwards design approach: Designing a learning module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    3. 3. Choosing a model for blended course redesign <ul><li>Classic works on “backwards design” </li></ul><ul><ul><li>Understanding by Design, Wiggins & McTighe 2005 </li></ul></ul><ul><ul><li>Effective Grading , Walvoordt & Anderson 1998 </li></ul></ul><ul><li>Advantages of backwards design </li></ul><ul><ul><li>Practice-oriented instead of abstract theory </li></ul></ul><ul><ul><li>Intuitive for most faculty </li></ul></ul><ul><ul><li>Learning objectives linked to empirically verifiable outcomes </li></ul></ul>
    4. 5. Backwards design process <ul><li>What do I want my students to be able to do (i.e., not just “know”) at the end of the course? </li></ul><ul><li>What evidence or documentation do I require to demonstrate my students’ learning? </li></ul><ul><li>What learning activities will produce this evidence or documentation? </li></ul>
    5. 7. Example 1: Video Analysis <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 Experience: </li></ul><ul><li>Students view video clips from Apollo 13 </li></ul><ul><li>Students post analysis that integrates concepts from reading and lecture </li></ul><ul><ul><li>Activity Evaluation </li></ul></ul><ul><ul><ul><li>Students and I reflect on the analyses </li></ul></ul></ul><ul><ul><ul><li>Students receive grade for work </li></ul></ul></ul>
    6. 8. Apollo 13
    7. 11. Example 2: Ads in American Culture <ul><li>So what do I want my students to be able to do ? </li></ul><ul><li>I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audiovisual </li></ul><ul><li>I want my students to produce their own “thick” ethnographic data and analyze the data using a standard theoretical model of shopping </li></ul><ul><li>I want my students to extend the notion of “marketing” to areas that are not strictly commercial, e.g., science, religion, education </li></ul>
    8. 12. What evidence will I accept? <ul><li>Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads </li></ul><ul><li>Use of “thick description” to delineate ethnographically relevant cognitive rules of shopping </li></ul><ul><li>Use of PowerPoint to use a multidimensional model to develop a shopping “mini-ethnography” </li></ul><ul><li>Use of the “marketing” metaphor to interpret students’ experience of religion, science, or education </li></ul>
    9. 13. Sample learning activities <ul><li>Studying up exercise (asymmetry and substitution) </li></ul><ul><li>Shopping knowledge (“thick description”) </li></ul><ul><li>Shop until you drop (“mini-ethnography”) </li></ul><ul><li>Everything is a brand (extending the marketing idea) </li></ul>
    10. 14. Activity: Developing a learning module using backwards design
    11. 15. Desired Results <ul><li>Learning Outcomes </li></ul><ul><li>What should students know, understand, and be able to do? </li></ul><ul><li>What is worthy of understanding? </li></ul><ul><li>What enduring understandings are desired? </li></ul>
    12. 16. Six Facets of Understanding <ul><li>Explanation </li></ul><ul><li>Interpretation </li></ul><ul><li>Application </li></ul><ul><li>Perspective </li></ul><ul><li>Empathy </li></ul><ul><li>Self-Knowledge </li></ul>
    13. 17. Determine Acceptable Evidence <ul><li>How will we know if students have achieved the desired results and met the standards? </li></ul><ul><li>What will we accept as evidence of student understanding and proficiency? </li></ul><ul><li>Course is not just content to be covered or a series of learning activities. </li></ul><ul><li>Document and validate that the desired learning has been achieved. </li></ul>
    14. 18. Continuum of Assessment Methods
    15. 19. Planning the Learning Experience <ul><li>What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? </li></ul><ul><li>What activities will equip students with the needed knowledge and skills? </li></ul><ul><li>What will need to be taught and coached, and how should it best be taught, in light of performance goals? </li></ul><ul><li>What materials and resources are best suited to accomplish these goals? </li></ul>
    16. 20. List of Possible Activities <ul><li>Comprehensions </li></ul><ul><li>Reading </li></ul><ul><li>Lecture Module </li></ul><ul><li>Expert guests </li></ul><ul><li>Simulations </li></ul><ul><li>Role-Playing </li></ul><ul><li>Case Study </li></ul><ul><li>Video Analysis </li></ul><ul><li>Research Modules </li></ul><ul><li>Brainstorming </li></ul><ul><li>Individual Presentations </li></ul><ul><li>Debating teams </li></ul><ul><li>Structure group projects (final research project) </li></ul><ul><li>Collaborative exams </li></ul><ul><li>Collaborative discussion </li></ul><ul><li>Student led discussions </li></ul><ul><li>Instructor-led group discussions </li></ul>
    17. 21. Staying organized and helping your students Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    18. 22. Why do students drop blended courses? <ul><li>Workload is too great </li></ul><ul><li>Inadequate information and/or support from instructor </li></ul><ul><li>Problems with technology </li></ul>
    19. 23. Managing student expectations about your blended course <ul><li>Blended courses involve at least as much work as traditional courses </li></ul><ul><li>Not all work can be completed at home </li></ul><ul><li>Identify well in advance assignments that require special access, course technologies, or effort </li></ul><ul><li>Start with low-stakes assignments and gradually increase rigor of work </li></ul>
    20. 24. Helping your students manage their time <ul><li>Provide a longer timeline for the completing online assignments than traditional assignments </li></ul><ul><li>Break down longer assignments into smaller pieces, with assessment and feedback at each stage </li></ul><ul><li>Advise students to implement a set weekly schedule to do their work </li></ul>
    21. 25. Helping your students with technology issues <ul><li>Make sure that students know what hardware/software is required as early as possible </li></ul><ul><li>Require an orientation assignment early in the semester to get students accustomed to the technology </li></ul><ul><li>Give students one-page handouts which guide them through specific tasks </li></ul><ul><li>Tell students how to get technology help </li></ul>
    22. 26. Tips for communicating with your students <ul><li>Answer email and discussion postings on a schedule known to everyone </li></ul><ul><li>Communicate with your students in multiple ways; be redundant </li></ul><ul><li>Give your students an assignment calendar with clear due dates </li></ul><ul><li>Assignment instructions must be detailed and comprehensible; have them reviewed by peer </li></ul>
    23. 27. Tips for staying organized <ul><li>Establish and maintain a good folder and file structure </li></ul><ul><li>Schedule time each week to do your course work </li></ul><ul><li>Use assessment tools to help keep up with your grading; rapid assessment and feedback is important for student success </li></ul>
    24. 28. Tips for an effective course website <ul><li>Design consistent and easy navigation for your course website </li></ul><ul><li>Make sure that current course materials are visible and accessible within your website </li></ul><ul><li>Always check to make sure that course materials are available when they’re supposed to be </li></ul>
    25. 29. Tips for choosing course technologies <ul><li>High tech is often high risk </li></ul><ul><li>Choose technology that you are comfortable using </li></ul><ul><li>Materials take more time to prepare than you think </li></ul><ul><li>Always check links and items that require special software or plug-ins </li></ul><ul><li>Check your course management site from the students’ view; use a lab workstation! </li></ul>
    26. 30. For more information: <ul><li>Visit the Learning Technology Center’s blended/hybrid Web site resource page at: http://blended.uwm.edu </li></ul><ul><li>Or contact the UW-Milwaukee Learning Technology Center at LTC@uwm.edu </li></ul>
    27. 31. Group Activity: Developing a Learning Module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    28. 32. Managing small group work to build peer networks Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    29. 33. Why use groups online? <ul><li>Aids in building a learning community </li></ul><ul><li>Provides students with an opportunity to apply concepts and theories </li></ul><ul><li>Allows students use skills that are representative of real work life </li></ul>
    30. 34. Overview <ul><li>Challenges to Online Group Work </li></ul><ul><li>Creating Groups: Issues to Consider </li></ul><ul><li>Designing Group Learning Activities </li></ul><ul><li>Assessing Student Performance </li></ul>
    31. 35. What are some challenges to group work?
    32. 36. Challenges to Online Group Work <ul><li>Social Loafing </li></ul><ul><li>Transaction Costs </li></ul><ul><li>Nonverbal Cues </li></ul><ul><li>Accountability </li></ul>
    33. 37. Creating Groups: Issues to Consider <ul><li>Group Size, Projects vs. Discussions </li></ul><ul><li>Group Diversity </li></ul><ul><li>Instructor or Student Driven </li></ul><ul><li>Team-building Activities </li></ul>
    34. 38. Sample Guidelines for Students: Getting Your Group Started <ul><li>Create a group name </li></ul><ul><li>Appoint a leader and other roles </li></ul><ul><li>Develop procedure for changing leader or roles </li></ul><ul><li>Define group goals </li></ul><ul><li>Create communicate rules (How? How often? Where?) </li></ul><ul><li>Determine how members will evaluate work, participation, and contribution of teammates </li></ul><ul><li>Project assigned to the team will receive a grade that applies to every member of the group </li></ul><ul><li>Will anyone have final authority to modify team members grade up or down (e.g., leader) </li></ul>
    35. 39. Designing Group Learning Activities: Guide for Instructors <ul><li>What aspects of the content lend themselves to group activities? </li></ul><ul><li>How does the assignment meet a course objective? </li></ul><ul><li>What are the goals of the group activities? </li></ul><ul><li>What communication technologies will be used? </li></ul><ul><li>Should roles be assigned? </li></ul><ul><li>What is the timetable for completion? </li></ul><ul><li>How will activities be structured to ensure participation by all members? How will accountability be built into the process? </li></ul><ul><li>What criteria will be used to assess the work? (e.g., rubric) </li></ul><ul><li>How will performance be graded (e.g., peer evaluation, group grade on product)? </li></ul>
    36. 40. Sample Group Learning Activities <ul><li>Project Teams </li></ul><ul><li>Simulations </li></ul><ul><li>Case Studies </li></ul><ul><li>Role Plays </li></ul><ul><li>Research Teams </li></ul><ul><li>Video Analysis </li></ul><ul><li>Debates </li></ul>
    37. 41. Assessing Student Performance <ul><li>Student Assessments </li></ul><ul><ul><li>Peer Feedback Form </li></ul></ul><ul><ul><li>Peer Scoring Form </li></ul></ul><ul><ul><li>Personal Reflection </li></ul></ul><ul><li>Instructor Assessments </li></ul><ul><ul><li>Rubrics </li></ul></ul>
    38. 42. Resources <ul><li>Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace . San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Michaelsen, L.K., Knight, A.B., & Fink, L. D. (2004.) Team-based learning: A transformative use of small group in college teaching . Sterling, VA: Stylus Publishing. </li></ul>
    39. 43. Using a blended approach for small group projects Example: Art in the Public Space Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    40. 44. Site and the Public Space <ul><li>Upper-level undergraduate course </li></ul><ul><li>Student majors included Visual Art, Architecture, and Urban Planning </li></ul><ul><li>15 students </li></ul><ul><li>1/3 online </li></ul><ul><li>2/3 face-to-face </li></ul>
    41. 45. Introduction to “Site and the Public Space”
    42. 46. Coursework for the semester & final project
    43. 47. Visual representation of final project structure
    44. 48. Ideation – off-campus activity
    45. 49. Ideation – online and in-class work
    46. 50. Final project “proposal” assignment overview
    47. 51. Proposal – in-class activity
    48. 52. Proposal – online work
    49. 53. Proposal – off-campus activity
    50. 54. Final project “research” assignment overview
    51. 55. Research – in-class activity
    52. 56. Research – online work
    53. 57. Proposal – off-campus activity
    54. 58. “ Production” for the final project
    55. 59. “ Installation” of the final project
    56. 60. “ Where Do You Live?”
    57. 61. Success through the blended course model
    58. 62. Lunch Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    59. 63. Group Activity: Developing a Group Activity Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    60. 64. Evaluating your course, before, during, and after: A blended course evaluation rubric Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    61. 65. What is the difference between assessment and evaluation? <ul><li>Assessing Student Learning </li></ul><ul><ul><li>Determining the value or quality of a student’s work </li></ul></ul><ul><li>Evaluating Your Course </li></ul><ul><ul><li>Determining the worth or effectiveness of a course design or teaching </li></ul></ul>
    62. 66. Why is evaluation particularly important for blended courses? <ul><li>Blended courses are different than face-to-face </li></ul><ul><li>Novices to the blended course structure </li></ul><ul><li>Demonstrates academic rigor in the blended environment </li></ul><ul><li>Progressive evaluation allows you to make changes throughout course life cycle – before, during and after the course </li></ul>
    63. 67. What tools can faculty use to evaluate their course? <ul><li>Evaluation checklist </li></ul><ul><li>Evaluation can involve yourself, colleagues, or students </li></ul><ul><li>More tools for Evaluation </li></ul><ul><ul><li>http://LTC.uwm.edu/resources.html </li></ul></ul>
    64. 68. What do we want to evaluate? <ul><li>Learner Support </li></ul><ul><li>Course Organization and Design </li></ul><ul><li>Instructional Design and Delivery </li></ul><ul><li>Integration of Face-to-Face and Online Activities (blended only) </li></ul><ul><li>Student Assessment </li></ul><ul><li>Student Feedback </li></ul>
    65. 69. Learner support <ul><li>Not a significant issue in traditional face-to-face courses </li></ul><ul><li>Student self-assessment: is s/he likely to succeed as an online or blended learner? </li></ul><ul><li>Acquiring the technical skills and requisites </li></ul><ul><li>Knowing what to do when troubles arise </li></ul>
    66. 70. Course organization and design <ul><li>A basic syllabus affords a contract between instructor and students </li></ul><ul><li>The use of modules to organize course activity is more pronounced in online and blended courses </li></ul><ul><li>The course Web site is a visual representation of the learning goals and activities </li></ul>
    67. 71. Instructional design and delivery <ul><li>A relationship between learning objectives and learning activities </li></ul><ul><li>A progression towards critical thinking </li></ul><ul><li>Ongoing efforts to develop an online learning community of peers </li></ul>
    68. 72. Integration of face-to-face and online <ul><li>If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online. </li></ul><ul><li>Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome </li></ul><ul><li>Each form of learning must affect -- extend, elaborate, intensify – the other </li></ul>
    69. 73. Student assessment <ul><li>The online environment lends itself to frequent, low-stakes assessment with ample feedback </li></ul><ul><li>Traditional forms of assessment offer little information about the learning taking (or not taking) place </li></ul><ul><li>Rubrics help both instructor and student apply abstract knowledge to disciplinary practice </li></ul>
    70. 74. Student feedback <ul><li>Like student assessment: frequent, low-stakes, and information-rich </li></ul><ul><li>The simple “reality check” is an extremely valuable tool </li></ul><ul><li>The students find their voices within the course </li></ul><ul><li>The community of learners benefits from a give and take between instructor and students </li></ul>
    71. 75. Conclusion <ul><li>Why is evaluation integral to blended and online courses? </li></ul><ul><li>A variety of evaluation tools: </li></ul><ul><ul><li>http://LTC.uwm.edu/resources.html </li></ul></ul>
    72. 76. Individual Activity: Using the Evaluation Checklist Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009
    73. 77. Q&A Evaluation of Workshop Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

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