The Ins and Outs of Designing an Online or Blended Course


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  • The Ins and Outs of Designing an Online or Blended Course

    1. 1. The Ins and Outs of Designing an Online or Blended Course Damon N. Gatenby, UMass Dartmouth Stefanie Henderson, UMassOnline Barbara Macaulay, UMassOnline Jeannette E. Riley, UMass Dartmouth Tracey A. Russo, UMass Dartmouth
    2. 2. Who are you? <ul><li>Please select your role: </li></ul><ul><ul><li>Faculty </li></ul></ul><ul><ul><li>Staff </li></ul></ul><ul><ul><li>Technical Support </li></ul></ul><ul><ul><li>Wandering Through </li></ul></ul><ul><ul><li>Wondering? </li></ul></ul>
    3. 3. Who are you? <ul><li>What are you here to learn about? </li></ul><ul><ul><li>Teaching a blended course </li></ul></ul><ul><ul><li>Teaching a fully online course </li></ul></ul><ul><ul><li>Learning to support faculty </li></ul></ul><ul><ul><li>Learning about new technologies </li></ul></ul><ul><ul><li>All of the above </li></ul></ul>
    4. 4. Agenda <ul><li>Defining Online and Blended Learning </li></ul><ul><li>Why Teach Online or in a Blended Format? </li></ul><ul><li>Common Online and Blended Questions </li></ul><ul><li>Questions to Ask When Going Online or Blended </li></ul><ul><li>Instructional Technologies for Effective Online and Blends </li></ul>
    5. 5. Definitions <ul><li>Fully Online </li></ul><ul><ul><li>Classes that take place fully online; the students and professor never meet face to face. </li></ul></ul><ul><li>Blended Learning </li></ul><ul><ul><li>Learning takes place through a combination of online learning activities and face-to-face meetings; sometimes referred to as “hybrid.” </li></ul></ul><ul><li>Web-Enhanced </li></ul><ul><ul><li>Classes that meets face-to-face for the majority of the course while using a learning management site to supplement learning outside the classroom walls. </li></ul></ul>
    6. 6. What is Blended Learning? <ul><li>Which of the following do you feel most accurately defines the term “blended learning”? </li></ul><ul><ul><li>A mix of face to face classroom instruction and online instruction </li></ul></ul><ul><ul><li>Instruction using multiple forms of media </li></ul></ul><ul><ul><li>A shift from lecture to student centered instruction in which students become active and interactive learners </li></ul></ul><ul><ul><li>Reduced seat time in the face to face classroom </li></ul></ul><ul><ul><li>An online course site with course materials and activities that supplement the face to face classroom instruction </li></ul></ul>
    7. 7. Defining “Blended” <ul><li>Blended is not just about the format, but also how assignments mix together to guide student learning and accomplishment of course learning objectives. </li></ul>
    8. 8. Defining Blended... <ul><li>In “The Blended Learning Imperative” (2006), Elliott Masie asserts that “all learning is blended learning!” (22). </li></ul><ul><ul><li>Faculty have long blended assignments together; for example: </li></ul></ul><ul><ul><ul><li>research project = topic proposal + library research + annotated bibliography + paper + oral presentation on topic </li></ul></ul></ul>
    9. 9. Defining Blended Even Further... <ul><li>Commonly mentioned definitions: </li></ul><ul><ul><li>“ Combining instructional modalities (or delivery media);” </li></ul></ul><ul><ul><li>“ Combining instructional methods;” and, </li></ul></ul><ul><ul><li>“ Combining online and face-to-face instruction” (Graham 4) </li></ul></ul>
    10. 10. Defining Blended Even Further... <ul><li>The Sloan Consortium defines blended learning as: </li></ul><ul><ul><li>Courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner </li></ul></ul><ul><ul><li>Where a portion of face-to-face time is replaced by online activity </li></ul></ul>
    11. 11. Another Definition... Taken from Charles R. Graham’s “Blended Learning Systems: Definition, Current Trends, and Future Directions” in The Handbook of Blended Learning: Global Perspectives, Local Designs (Pfeiffer, 2006). Enabling Blends Primarily focus on addressing issues of access and convenience. Enhancing Blends Allow incremental changes to the pedagogy but do not radically change the way teaching and learning occurs. Transforming Blends Blends that allow a radical transformation of the pedagogy.
    12. 12. Common Questions: <ul><li>Is blended course teaching appropriate for all courses? </li></ul><ul><ul><ul><li>A. Yes </li></ul></ul></ul><ul><ul><ul><li>B. No </li></ul></ul></ul>
    13. 13. Common Questions: <ul><li>Is fully online appropriate for all courses? </li></ul><ul><ul><ul><li>A. Yes </li></ul></ul></ul><ul><ul><ul><li>B. No </li></ul></ul></ul>
    14. 14. How do you know? <ul><li>Curriculum structure </li></ul><ul><li>Student readiness </li></ul><ul><li>Faculty preparedness </li></ul><ul><li>Support plan </li></ul>
    15. 15. Common Questions: <ul><li>Is online and blended course instruction as effective as teaching students face-to-face? </li></ul><ul><ul><ul><li>A. Yes </li></ul></ul></ul><ul><ul><ul><li>B. No </li></ul></ul></ul>
    16. 16. Questions to Ask When Going Fully Online or Blended: <ul><li>Deciding when to be live versus when to be online </li></ul><ul><ul><li>What assignments require live interaction and why? </li></ul></ul><ul><ul><li>What assignments might be more effective online and why? </li></ul></ul><ul><ul><li>Are there particular instructional technologies that will contribute to the effectiveness of the assignment? </li></ul></ul>
    17. 17. Know Your Learner <ul><li>Who is your learner? </li></ul><ul><li>What types of support will students need to succeed in this course? </li></ul><ul><ul><li>time management skills </li></ul></ul><ul><ul><li>online orientation </li></ul></ul><ul><ul><li>technology support needed </li></ul></ul><ul><li>Learner choice vs. self regulation </li></ul>
    18. 18. Common Questions: <ul><li>Is the faculty time commitment greater for online and blended learning preparation, delivery, and revision? </li></ul><ul><ul><ul><li>A. Yes </li></ul></ul></ul><ul><ul><ul><li>B. No </li></ul></ul></ul>
    19. 19. Common Questions: <ul><li>Do faculty need strong technology skills to develop an blended/online course? </li></ul><ul><ul><ul><li>A. Yes </li></ul></ul></ul><ul><ul><ul><li>B. No </li></ul></ul></ul>
    20. 20. Finding the Mix <ul><li>Ultimately, the “magic is in the mix” (Masie 25). </li></ul><ul><ul><li>In other words, a blended class works (even a fully online class works) through “the power of adding two or more learning elements” as learners and teachers “add what is missing, they mix it with what they need, and they subtract what is not valuable. They socialize it. They find context. And they transform training and instruction into learning” (Masie 25). </li></ul></ul>
    21. 21. Finding the Mix <ul><li>Start with your objectives </li></ul><ul><li>Know your learner </li></ul><ul><li>Make your course interactive </li></ul><ul><li>Deciding when to be live versus when to be online </li></ul><ul><li>Learner choice vs. self-regulation </li></ul><ul><li>Bells and whistles versus simple designs </li></ul><ul><li>Knowing if the blend works? </li></ul>
    22. 22. Creating the Mix: Using Instructional Technologies <ul><li>Synchronous Virtual </li></ul><ul><ul><li>Chat/IM </li></ul></ul><ul><ul><li>Virtual Classrooms </li></ul></ul><ul><li>Asynchronous Virtual </li></ul><ul><ul><li>Threaded Discussions (Voice or Text) </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Blogs/Journals </li></ul></ul><ul><li>Self-Paced Asynchronous </li></ul><ul><ul><li>Podcasts </li></ul></ul><ul><ul><li>Self-tests </li></ul></ul><ul><ul><li>Tutorials/Simulations </li></ul></ul>
    23. 23. Putting it All Together <ul><li>Gather course materials, resources </li></ul><ul><li>Course organization </li></ul><ul><ul><li>Clear and straightforward </li></ul></ul><ul><ul><li>Consistent design </li></ul></ul><ul><ul><li>Decide how to organize content </li></ul></ul><ul><ul><ul><li>topics </li></ul></ul></ul><ul><ul><ul><li>weeks </li></ul></ul></ul><ul><ul><ul><li>chapters </li></ul></ul></ul><ul><ul><ul><li>lessons </li></ul></ul></ul>
    24. 24. Storyboarding <ul><li>Storyboarding is simply a visual interpretation or visual sketch of your ideas for organizing your course site contents and activities and their relationship to one another. </li></ul><ul><li>Benefits </li></ul><ul><ul><li>Overall view of course site/structure </li></ul></ul><ul><ul><li>See the relationships/links of your course design </li></ul></ul><ul><ul><li>See missing pieces </li></ul></ul><ul><ul><li>Aids in organizing and or sequencing instruction </li></ul></ul>
    25. 25.
    26. 26. Course Flowchart Template
    27. 27. Course Unit /Module Storyboard
    28. 28. Recommended Course Components <ul><li>Course Syllabus </li></ul><ul><ul><li>Schedule </li></ul></ul><ul><ul><li>Assignment explanations w/due dates </li></ul></ul><ul><ul><li>Calendar use with due dates </li></ul></ul><ul><li>Communication Policies: </li></ul><ul><ul><li>Faculty member's email response time </li></ul></ul><ul><ul><li>Discussion board and chat room etiquette guidelines </li></ul></ul><ul><ul><li>Procedures for course questions (i.e. a general Q&A discussion board) </li></ul></ul><ul><li>Welcome Statement/Introduction/Overview of course </li></ul><ul><li>Getting help </li></ul>
    29. 32. Blended Course Example
    30. 35. Fully Online Example
    31. 38. Integrating Technologies
    32. 43. Break
    33. 44. Group Discussion
    34. 45. Assessing Your Work: <ul><li>Evaluating Your Course Site </li></ul><ul><ul><li>Instructional design </li></ul></ul><ul><ul><li>Site design </li></ul></ul><ul><ul><li>Facilitation of course </li></ul></ul>
    35. 46. Assessing Your Work: <ul><li>Getting Feedback </li></ul><ul><li>Mid course evals </li></ul>
    36. 47. Future Directions <ul><li>Would you be interested in a follow-up workshop on blended learning in the fall, where actual courses are showcased? </li></ul><ul><ul><ul><li>Yes </li></ul></ul></ul><ul><ul><ul><li>No </li></ul></ul></ul>
    37. 48. Future Directions <ul><li>What type of instructional technologies are you interested in using? </li></ul><ul><ul><li>Lecture Recording </li></ul></ul><ul><ul><ul><li>PowerPoint with audio narration, Classroom capture </li></ul></ul></ul><ul><ul><li>Multimedia </li></ul></ul><ul><ul><ul><ul><li>Streaming audio, Video, Podcasting </li></ul></ul></ul></ul><ul><ul><li>Collaboration and Communication </li></ul></ul><ul><ul><ul><ul><li>Blogs, Wikis, Wimba Classroom </li></ul></ul></ul></ul><ul><ul><li>E-portfolio </li></ul></ul><ul><ul><li>Other </li></ul></ul>
    38. 49. Thank You! Today’s presentation and resources are available here,