Welcome to “Getting Started with Blended Learning” Tanya Joosten (tjoosten@uwm.edu) Amy Mangrich (amangric@uwm.edu) University of Wisconsin-Milwaukee Milwaukee, WI USA

Backwards design approach: Designing a learning module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

Choosing a model for blended course redesign Classic works on “backwards design” Understanding by Design, Wiggins & McTighe 2005 Effective Grading , Walvoordt & Anderson 1998 Advantages of backwards design Practice-oriented instead of abstract theory Intuitive for most faculty Learning objectives linked to empirically verifiable outcomes

Classic works on “backwards design”

Understanding by Design, Wiggins & McTighe 2005

Effective Grading , Walvoordt & Anderson 1998

Advantages of backwards design

Practice-oriented instead of abstract theory

Intuitive for most faculty

Learning objectives linked to empirically verifiable outcomes

Backwards design process What do I want my students to be able to do (i.e., not just “know”) at the end of the course? What evidence or documentation do I require to demonstrate my students’ learning? What learning activities will produce this evidence or documentation?

What do I want my students to be able to do (i.e., not just “know”) at the end of the course?

What evidence or documentation do I require to demonstrate my students’ learning?

What learning activities will produce this evidence or documentation?

Example 1: Video Analysis 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 Experience: Students view video clips from Apollo 13 Students post analysis that integrates concepts from reading and lecture Activity Evaluation Students and I reflect on the analyses Students receive grade for work

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 Experience:

Students view video clips from Apollo 13

Students post analysis that integrates concepts from reading and lecture

Activity Evaluation

Students and I reflect on the analyses

Students receive grade for work

Apollo 13

Example 2: Ads in American Culture So what do I want my students to be able to do ? I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audiovisual I want my students to produce their own “thick” ethnographic data and analyze the data using a standard theoretical model of shopping I want my students to extend the notion of “marketing” to areas that are not strictly commercial, e.g., science, religion, education

So what do I want my students to be able to do ?

I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audiovisual

I want my students to produce their own “thick” ethnographic data and analyze the data using a standard theoretical model of shopping

I want my students to extend the notion of “marketing” to areas that are not strictly commercial, e.g., science, religion, education

What evidence will I accept? Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads Use of “thick description” to delineate ethnographically relevant cognitive rules of shopping Use of PowerPoint to use a multidimensional model to develop a shopping “mini-ethnography” Use of the “marketing” metaphor to interpret students’ experience of religion, science, or education

Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads

Use of “thick description” to delineate ethnographically relevant cognitive rules of shopping

Use of PowerPoint to use a multidimensional model to develop a shopping “mini-ethnography”

Use of the “marketing” metaphor to interpret students’ experience of religion, science, or education

Sample learning activities Studying up exercise (asymmetry and substitution) Shopping knowledge (“thick description”) Shop until you drop (“mini-ethnography”) Everything is a brand (extending the marketing idea)

Studying up exercise (asymmetry and substitution)

Shopping knowledge (“thick description”)

Shop until you drop (“mini-ethnography”)

Everything is a brand (extending the marketing idea)

Activity: Developing a learning module using backwards design

Desired Results Learning Outcomes What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?

Learning Outcomes

What should students know, understand, and be able to do?

What is worthy of understanding?

What enduring understandings are desired?

Six Facets of Understanding Explanation Interpretation Application Perspective Empathy Self-Knowledge

Explanation

Interpretation

Application

Perspective

Empathy

Self-Knowledge

Determine Acceptable Evidence How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency? Course is not just content to be covered or a series of learning activities. Document and validate that the desired learning has been achieved.

How will we know if students have achieved the desired results and met the standards?

What will we accept as evidence of student understanding and proficiency?

Course is not just content to be covered or a series of learning activities.

Document and validate that the desired learning has been achieved.

Continuum of Assessment Methods

Planning the Learning Experience What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals?

What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it best be taught, in light of performance goals?

What materials and resources are best suited to accomplish these goals?

List of Possible Activities Comprehensions Reading Lecture Module Expert guests Simulations Role-Playing Case Study Video Analysis Research Modules Brainstorming Individual Presentations Debating teams Structure group projects (final research project) Collaborative exams Collaborative discussion Student led discussions Instructor-led group discussions

Comprehensions

Reading

Lecture Module

Expert guests

Simulations

Role-Playing

Case Study

Video Analysis

Research Modules

Brainstorming

Individual Presentations

Debating teams

Structure group projects (final research project)

Collaborative exams

Collaborative discussion

Student led discussions

Instructor-led group discussions

Staying organized and helping your students Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

Why do students drop blended courses? Workload is too great Inadequate information and/or support from instructor Problems with technology

Workload is too great

Inadequate information and/or support from instructor

Problems with technology

Managing student expectations about your blended course Blended courses involve at least as much work as traditional courses Not all work can be completed at home Identify well in advance assignments that require special access, course technologies, or effort Start with low-stakes assignments and gradually increase rigor of work

Blended courses involve at least as much work as traditional courses

Not all work can be completed at home

Identify well in advance assignments that require special access, course technologies, or effort

Start with low-stakes assignments and gradually increase rigor of work

Helping your students manage their time Provide a longer timeline for the completing online assignments than traditional assignments Break down longer assignments into smaller pieces, with assessment and feedback at each stage Advise students to implement a set weekly schedule to do their work

Provide a longer timeline for the completing online assignments than traditional assignments

Break down longer assignments into smaller pieces, with assessment and feedback at each stage

Advise students to implement a set weekly schedule to do their work

Helping your students with technology issues Make sure that students know what hardware/software is required as early as possible Require an orientation assignment early in the semester to get students accustomed to the technology Give students one-page handouts which guide them through specific tasks Tell students how to get technology help

Make sure that students know what hardware/software is required as early as possible

Require an orientation assignment early in the semester to get students accustomed to the technology

Give students one-page handouts which guide them through specific tasks

Tell students how to get technology help

Tips for communicating with your students Answer email and discussion postings on a schedule known to everyone Communicate with your students in multiple ways; be redundant Give your students an assignment calendar with clear due dates Assignment instructions must be detailed and comprehensible; have them reviewed by peer

Answer email and discussion postings on a schedule known to everyone

Communicate with your students in multiple ways; be redundant

Give your students an assignment calendar with clear due dates

Assignment instructions must be detailed and comprehensible; have them reviewed by peer

Tips for staying organized Establish and maintain a good folder and file structure Schedule time each week to do your course work Use assessment tools to help keep up with your grading; rapid assessment and feedback is important for student success

Establish and maintain a good folder and file structure

Schedule time each week to do your course work

Use assessment tools to help keep up with your grading; rapid assessment and feedback is important for student success

Tips for an effective course website Design consistent and easy navigation for your course website Make sure that current course materials are visible and accessible within your website Always check to make sure that course materials are available when they’re supposed to be

Design consistent and easy navigation for your course website

Make sure that current course materials are visible and accessible within your website

Always check to make sure that course materials are available when they’re supposed to be

Tips for choosing course technologies High tech is often high risk Choose technology that you are comfortable using Materials take more time to prepare than you think Always check links and items that require special software or plug-ins Check your course management site from the students’ view; use a lab workstation!

High tech is often high risk

Choose technology that you are comfortable using

Materials take more time to prepare than you think

Always check links and items that require special software or plug-ins

Check your course management site from the students’ view; use a lab workstation!

For more information: Visit the Learning Technology Center’s blended/hybrid Web site resource page at: http://blended.uwm.edu Or contact the UW-Milwaukee Learning Technology Center at LTC@uwm.edu

Visit the Learning Technology Center’s blended/hybrid Web site resource page at: http://blended.uwm.edu

Or contact the UW-Milwaukee Learning Technology Center at LTC@uwm.edu

Group Activity: Developing a Learning Module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

Managing small group work to build peer networks Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

Why use groups online? Aids in building a learning community Provides students with an opportunity to apply concepts and theories Allows students use skills that are representative of real work life

Aids in building a learning community

Provides students with an opportunity to apply concepts and theories

Allows students use skills that are representative of real work life

Overview Challenges to Online Group Work Creating Groups: Issues to Consider Designing Group Learning Activities Assessing Student Performance

Challenges to Online Group Work

Creating Groups: Issues to Consider

Designing Group Learning Activities

Assessing Student Performance

What are some challenges to group work?

Challenges to Online Group Work Social Loafing Transaction Costs Nonverbal Cues Accountability

Social Loafing

Transaction Costs

Nonverbal Cues

Accountability

Creating Groups: Issues to Consider Group Size, Projects vs. Discussions Group Diversity Instructor or Student Driven Team-building Activities

Group Size, Projects vs. Discussions

Group Diversity

Instructor or Student Driven

Team-building Activities

Sample Guidelines for Students: Getting Your Group Started Create a group name Appoint a leader and other roles Develop procedure for changing leader or roles Define group goals Create communicate rules (How? How often? Where?) Determine how members will evaluate work, participation, and contribution of teammates Project assigned to the team will receive a grade that applies to every member of the group Will anyone have final authority to modify team members grade up or down (e.g., leader)

Create a group name

Appoint a leader and other roles

Develop procedure for changing leader or roles

Define group goals

Create communicate rules (How? How often? Where?)

Determine how members will evaluate work, participation, and contribution of teammates

Project assigned to the team will receive a grade that applies to every member of the group

Will anyone have final authority to modify team members grade up or down (e.g., leader)

Designing Group Learning Activities: Guide for Instructors What aspects of the content lend themselves to group activities? How does the assignment meet a course objective? What are the goals of the group activities? What communication technologies will be used? Should roles be assigned? What is the timetable for completion? How will activities be structured to ensure participation by all members? How will accountability be built into the process? What criteria will be used to assess the work? (e.g., rubric) How will performance be graded (e.g., peer evaluation, group grade on product)?

What aspects of the content lend themselves to group activities?

How does the assignment meet a course objective?

What are the goals of the group activities?

What communication technologies will be used?

Should roles be assigned?

What is the timetable for completion?

How will activities be structured to ensure participation by all members? How will accountability be built into the process?

What criteria will be used to assess the work? (e.g., rubric)

How will performance be graded (e.g., peer evaluation, group grade on product)?

Sample Group Learning Activities Project Teams Simulations Case Studies Role Plays Research Teams Video Analysis Debates

Project Teams

Simulations

Case Studies

Role Plays

Research Teams

Video Analysis

Debates

Assessing Student Performance Student Assessments Peer Feedback Form Peer Scoring Form Personal Reflection Instructor Assessments Rubrics

Student Assessments

Peer Feedback Form

Peer Scoring Form

Personal Reflection

Instructor Assessments

Rubrics

Resources Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace . San Francisco, CA: Jossey-Bass. 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.

Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace . San Francisco, CA: Jossey-Bass.

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.

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

Site and the Public Space Upper-level undergraduate course Student majors included Visual Art, Architecture, and Urban Planning 15 students 1/3 online 2/3 face-to-face

Upper-level undergraduate course

Student majors included Visual Art, Architecture, and Urban Planning

15 students

1/3 online

2/3 face-to-face

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: March 14-15, 2009

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

What is the difference between assessment and evaluation? Assessing Student Learning Determining the value or quality of a student’s work Evaluating Your Course Determining the worth or effectiveness of a course design or teaching

Assessing Student Learning

Determining the value or quality of a student’s work

Evaluating Your Course

Determining the worth or effectiveness of a course design or teaching

Why is evaluation particularly important for blended courses? Blended courses are different than face-to-face Novices to the blended course structure Demonstrates academic rigor in the blended environment Progressive evaluation allows you to make changes throughout course life cycle – before, during and after the course

Blended courses are different than face-to-face

Novices to the blended course structure

Demonstrates academic rigor in the blended environment

Progressive evaluation allows you to make changes throughout course life cycle – before, during and after the course

What tools can faculty use to evaluate their course? Evaluation checklist Evaluation can involve yourself, colleagues, or students More tools for Evaluation http://LTC.uwm.edu/resources.html

Evaluation checklist

Evaluation can involve yourself, colleagues, or students

More tools for Evaluation

http://LTC.uwm.edu/resources.html

What do we want to evaluate? Learner Support Course Organization and Design Instructional Design and Delivery Integration of Face-to-Face and Online Activities (blended only) Student Assessment Student Feedback

Learner Support

Course Organization and Design

Instructional Design and Delivery

Integration of Face-to-Face and Online Activities (blended only)

Student Assessment

Student Feedback

Learner support Not a significant issue in traditional face-to-face courses Student self-assessment: is s/he likely to succeed as an online or blended learner? Acquiring the technical skills and requisites Knowing what to do when troubles arise

Not a significant issue in traditional face-to-face courses

Student self-assessment: is s/he likely to succeed as an online or blended learner?

Acquiring the technical skills and requisites

Knowing what to do when troubles arise

Course organization and design A basic syllabus affords a contract between instructor and students The use of modules to organize course activity is more pronounced in online and blended courses The course Web site is a visual representation of the learning goals and activities

A basic syllabus affords a contract between instructor and students

The use of modules to organize course activity is more pronounced in online and blended courses

The course Web site is a visual representation of the learning goals and activities

Instructional design and delivery A relationship between learning objectives and learning activities A progression towards critical thinking Ongoing efforts to develop an online learning community of peers

A relationship between learning objectives and learning activities

A progression towards critical thinking

Ongoing efforts to develop an online learning community of peers

Integration of face-to-face and online If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online. Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome Each form of learning must affect -- extend, elaborate, intensify – the other

If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online.

Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome

Each form of learning must affect -- extend, elaborate, intensify – the other

Student assessment The online environment lends itself to frequent, low-stakes assessment with ample feedback Traditional forms of assessment offer little information about the learning taking (or not taking) place Rubrics help both instructor and student apply abstract knowledge to disciplinary practice

The online environment lends itself to frequent, low-stakes assessment with ample feedback

Traditional forms of assessment offer little information about the learning taking (or not taking) place

Rubrics help both instructor and student apply abstract knowledge to disciplinary practice

Student feedback Like student assessment: frequent, low-stakes, and information-rich The simple “reality check” is an extremely valuable tool The students find their voices within the course The community of learners benefits from a give and take between instructor and students

Like student assessment: frequent, low-stakes, and information-rich

The simple “reality check” is an extremely valuable tool

The students find their voices within the course

The community of learners benefits from a give and take between instructor and students

Conclusion Why is evaluation integral to blended and online courses? A variety of evaluation tools: http://LTC.uwm.edu/resources.html

Why is evaluation integral to blended and online courses?

A variety of evaluation tools:

http://LTC.uwm.edu/resources.html

Individual Activity: Using the Evaluation Checklist Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

Q&A Evaluation of Workshop Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009