Getting Started with Course Redesign for Digital Learning
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This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
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Getting Started with Course Redesign for Digital Learning
- 1. follow @tjoosten twitter.com/tjoosten slideshare.net/tjoosten TanyaJoosten.com Professorjoosten.blogspot.com Getting started with your new course
- 2. Introductions • What do you hope to accomplish? • How will you know if you accomplished it? • What is your biggest concern in accomplishing your goal?
- 3. Overview
- 4. Process
- 5. Step 1: What is…? What is blended or hybrid? How is it different from face-to-face? What are the similarities and differences with flipped? What is online? What is tech-enhanced? snc2015.wikispaces.com
- 7. A scholarly definition At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper: 1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of face-to- face time is replaced by online activity [2]. (Picciano, 2006, p. 97).
- 11. Web-enhanced 0 - 20% Blended 21 - 99% Online 100% Blended 1 21 - 50% Online with commensurate reduction in seat time Blended 3 81 - 99% Online with commensurate reduction in seat time Blended 2 51 - 80% Online with commensurate reduction in seat time An institutional definition
- 12. Redefining your course • F2F Online • Low tech High tech • Active Passive learning • Integration Separation
- 13. A definition for students
- 14. Step 2: How is it different? What considerations do you have when transforming your course to tech-enhanced, blended, online, or ? Specifically, What elements of your course design and your delivery will potentially change? SNC2015.wikispaces.com
- 16. Content
- 17. Interactivity
- 18. Assessment
- 19. The 10 questions Review the 10 questions, SNC15.wikispaces.com Consider which question you find most important, intriguing, problematic, or surprising? Pair with a partner, share which question you identified and your response in considering the question in your own course design. Share with rest of us one highlight from your discussion
- 20. • Ten questions • Designing learning modules • Online vs. F2F - Integration • Decision rubric for content choices • Learning objects Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Interactivity • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to digital learning Considerations
- 21. Step 3: How to make it Thinking of content, interactivity, and assessment, what will you new course look like? What do you have to do to transform your course for effective digital learning? What is your redesign plan?
- 24. Backward design
- 25. What do you want your students to….do?
- 26. What evidence will you accept?
- 27. What learning activities will produce this evidence?
- 28. Planning a learning experience
- 29. Engaging content
- 32. Transform: Learning module design Flickr cc sir_mervs
Editor's Notes
- Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
- Allen, Seamen, and Garrett (2007) define blended courses and programs as having between 30 percent and 79 percent of the course content delivered online.
- Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
- Active learning, student-center Engaged learning Research driven effective practices NICOLE For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment. The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations. Content Yes - text+images, current, video clips (under 10 minutes) Avoid video lectures, don’t spend to much time on audio lectures either Interactivity Create opportunities for participation, community, collaboration, and connectedness through online class discussions, group discusionss, team projects, team synchronous meetings Assessment Frequent low-stakes feedback, opportunity to fail, make corrections to learning Avoid catastrophic assessment Provide audio feedback, if appropriate Provide varied forms of assessments from cognitive, behaviors, affective domains
- Text plus images (Mean study) Rich, current (Web clips, videos, see Ginkgotree study)
- Social presence, group activities, thought-provoking discussion boards, interactive Introductions and Icebreakers Support and Sharing Scholarship Discussions Group Projects Feedback
- Frequent and low stakes Avoid Catastrophic Assessment Valid assessments http://assessment.uconn.edu/primer/taxonomies1.html
- Tie into what talk about with Content, Interactivity, and Assessment. Are faculty development program teaches faculty to design and delivery courses based on our definition of what a good blended or online course is around Content, Interactivity, and Assessment. In addition to that, we help them with course administration issues by addressing how they can support their students, manage their time and course, evaluating their course. This diagram reviews on a single screen all of the program features that have been described above. It is scarcely comprehensive, however, as we offer the program we discover changes and additions that are required. An example that provides case in point is the development of alternative modes of blended learning that focus on large enrollment courses. This has been a recent area of examination for which we have now produced a special module.
- Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
- Active learning, student-center Engaged learning Research driven effective practices NICOLE For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment. The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations. Content Yes - text+images, current, video clips (under 10 minutes) Avoid video lectures, don’t spend to much time on audio lectures either Interactivity Create opportunities for participation, community, collaboration, and connectedness through online class discussions, group discusionss, team projects, team synchronous meetings Assessment Frequent low-stakes feedback, opportunity to fail, make corrections to learning Avoid catastrophic assessment Provide audio feedback, if appropriate Provide varied forms of assessments from cognitive, behaviors, affective domains
- Backwards Design overview: Introduced by Wiggins and McTighe in Understanding by Design (2005) Instructors begin with learning goals and outcomes rather than content or activities Effective in online and blended courses because provides more structure and facilitates course design, which we know impacts teaching and learning in the classroom Key questions in Backward Design: What do you want your students to do (not just know)? What evidence will you accept that they have accomplished that? What learning activities will produce this evidence or documentation? Why Use Backwards Design: Practice-oriented instead of abstract theory Learning objectives linked to verifiable outcomes Fosters an online peer learning community
- Identify Desired Results (DO): Be able 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
- Identify Desired Results (DO): Be able 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 Frequent and low stakes Avoid Catastrophic Assessment Valid assessments http://assessment.uconn.edu/primer/taxonomies1.html
- Identify Desired Results (DO): Be able 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
- Identify Desired Results (DO): Be able 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
- Student interaction with content Rich and current content
- Building cooperation and opportunities for feedback Student interaction with other students
- Student interaction with instructor Social presence, group activities, thought-provoking discussion boards, interactive Introductions and Icebreakers Support and Sharing Scholarship Discussions Group Projects Feedback
- What is one thing that helped? What is one question you still have? What is one potential crisis point?