Lr 13 day_1___blended_course_design


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  • Printed copy of the 10 questions about blending your course.
  • Questions you need to think aboutWho are your students? Freshman? Senior? A mix of different prior knowledge and experience?Is this course a general education course or a course required for the major?The A.B.C.D. methodThe ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.Audience – Who? Who are your learners?Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.Condition – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?Degree – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.Examples of Well-Written ObjectivesBelow are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first.Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span."Cognitive (comprehension level) -"Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less."Cognitive (application level) -"Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."Cognitive (problem solving/synthesis level) -"Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character."Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."Notes on Objective WritingWhen reviewing example objectives above, you may notice a few things.As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on a page on cognitive objectives (Blooms' Taxonomy), affective objectives and psychomotor objectives to see examples of key words for each level.Typical Problems Encountered When Writing ObjectivesProblems Error Types Solutions Too vast/complex The objective is too broad in scope or is actually more than one objective. Use the ABCD method to identify each desired behavior or skill in order to break objectives apart. No behavior to evaluate No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe. Determine what actions a student should demonstrate in order for you to know of the material has been learned. Only topics are listed Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information. Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need? Vague Assignment Outcomes The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics. Determine parameters for your assignments and specify them for your students. Tying Objectives to AssessmentOnce you establish all the behaviors, conditions and degrees of mastery for each objective, you can use them to determine what types of assignments, tests or alternative assessment (e.g. a portfolio) you should use in the course.The Assessment section discusses how to design methods to evaluate student performance and includes examples using different types of learning objectives.
  • Share in eCampus Discussion forum.
  • Employ the BCD process link objectives to assessment strategies that bridge the face-to-face and online learning sessions.Activities may overlap with assessments. Activities may be the assessment – activities do need to be designed in the next step – they should flow the online and face-to-face sessions.
  • This is one course – not 2.
  • Lr 13 day_1___blended_course_design

    1. 1. Tech Academy BlendedCourse DesignMay 2013
    2. 2. Why all the fuss?What is government saying?Why change the traditional class schedule?How is Blinn adapting to these demands?What are the special needs of our service area?Did you know 3.0?
    3. 3. Service Area
    4. 4. Howarecollege coursebeingdelivered?
    5. 5. To explore alternative teachingdesignsGoals for the week:Define Blended, Online, and Web-EnhancedLearningExplore current pedagogies of learning andintegration of technologyDesign two modules for a course integrating newtechnologies according to best practices as definedin research
    6. 6. What We Need to DoDefine Blended Learning.Define a community of learning and list samplestrategies to create and maintain the community.Identify the advantages of the online and face-to-facesessionsDemonstrate how to blend face-to-face and onlinesessions.Course analysis - What do you want your students toknow?Review Backwards Course Design (BCD) process.Review how to create a behavioral objective.Create behavioral objectives for 2 modules.Employ the BCD process to link objectives to assessment strategies.Select course activities that target assessment strategies to produce thedesignated behavioral objectives.
    7. 7. What is a Web-Enhanced Course?Web-enhanced courses are traditional coursesthat use the learning management system as anenhancement. This may include lecture notes,presentations, discussion board, email, andmore. The instructor may use it as little or asmuch as he/she would like.
    8. 8. What is a Online Course?An Online (Internet) course is one in whichstudents work within a virtual classroomenvironment. The virtual environment providesa variety of tools through which studentsinteract with their instructors and fellowclassmates. It should be noted that Online(Internet) courses may have mandatory face-to-face sessions, such as proctored exams,orientation, reviews, and laboratories, whichtotal no more than 15% of the instructionaltime.
    9. 9. What is a Blended Course?A Blended (Hybrid) course is one in which themajority (more than 50% but less than 85%) ofplanned instruction occurs when the instructorand student(s) are not in the same place.Students are required to attend the scheduledface-to-face class sessions in addition toparticipating in the online class sessionsfacilitated through eCampus.In the course schedule, Blended (Hybrid) course sectionnumbers begin with “B.”
    10. 10. What is less than 50% of my course?Plan your meeting days and the number ofhours per day including the final exam. Totalhours should be less than 50% of the course.Regular semester: 3 hr. X 15 weeks 45 hours4 hr. X 15 weeks 60 hoursBlended:Less than 50% of:45 hours = lessthan 22.5 hr.60 hrs. = less than30 hrs.
    11. 11. Are These Blended?Blended=>50%but<85%Asynchronous51%49%A -Sample BlendOnlineFace-to-face84%16%B -Sample BlendOnlineFace-to-face40%60%D -Sample BlendOnlineFace-to-face75%25%C -Sample BlendOnlineFace-to-face
    12. 12. Blended – Best of BothADVANTAGES of BlendedDISADVANTAGES of BlendedFace-to-FaceOnlineHow are the face-to-faceand online sections related?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
    13. 13. Online Community of LearningWhat is a community of learning? Why isit important?What binds any community?Hint: It’s not taxes!What strategies can an instructor employto create and maintain the community?
    14. 14. What Do You Know So Far?List what you know about:Blended learningA community of learnersList anything about blended courses thatyou want to know.
    15. 15. Course AnalysisPlanning your course on paperWhat do you want your students to knowwhen they have finished taking your blendedlearning course (e.g., key learningoutcomes—knowledge, skills, andattitudes)?What do you want to preserve from yourexisting course format?What would you like to transform for theblended format?
    16. 16. Course Analysis- Objective CourseDesignHigher Ed and College requirementsMaster Course Syllabus-description, LO’s,Course AssessmentCore Objectives: (VALUES Rubric)Critical Thinking Skills,Communication Skills,Teamwork,Personal Responsibility,Social Responsibility,Empirical & Quantitative Skills
    17. 17. Begin With the End in MindThe 3 Stages of Backward Design1. Identify desired results What will the students know,understand and will be able to do?2. Determine acceptable evidence oflearningHow will the students know whenthey have reached the goals?3. Plan learning experiences andinstruction.What do I need to do in the classroomto prepare them for the assessment?Reflection
    18. 18. HowisthisdifferentfromwhatI donow?
    19. 19. BCDStep1–Outcomes -ObjectivesIdentify Desired ResultsConsider goalsExamine standardsAre there curriculum expectations?What should students:Know?Understand?Do?What are the big ideas (understandings thatshould be retained)?
    20. 20. BCDStep2–DetermineAcceptable EvidenceEvidence that documents and validates thatlearning objectives/outcomes achieved.Think like an assessorDesign lessons with concrete evidence of learningAssessmentsIndividual or group projectsPapersProductsConsider grading with rubrics
    21. 21. BCDStep3–PlanLearningExperiences/InstructionDetermine appropriate activitiesActivities that equip students with knowledgeand skillsPlan how to teach/coach with performancegoals in mindSelect materials and resources
    22. 22. BCD Step 1 – Identify Desired ResultsWhat are learning objectives?Statements that clearly describe what the learnerswill know or be able to do after completion oflesson activities.They are measurable and observable.They focus on the student performance (the skill orbehavior accepted as evidence of learning).They must contain an action verb that describeswhat the student will learn in measurable behavior.They focus on the product of learning not theprocess.
    23. 23. Why Objectives?Create a Roadmap to where you want yourstudents to ‘go’Guide to use in planning assessment anddeliveryOffers a guide for the learner – helps themfocusAllows for analysis
    24. 24. Elements of an ObjectivePenn State – Writing Objectives with the ABCD methodAudience – Who?State who your learners are.Behavior – What?What do you expect them to be able to do? This should beobservable.Condition – How?Under what circumstances or context will the learningoccur?Degree - How Much?What degree determines if the objective is fulfilled?Perhaps mastery is 80% accuracy or 80% of the time.
    25. 25. Objectives -TargetingBloom’sTaxonomyBloom’s Taxonomy offers a classification of learningobjectives.Bloom’s Taxonomy - Colorado Community CollegeCarnegie Mellon – Learning Objective SamplesWriting Objectives with Bloom’s TaxonomyLearning Objectives – Stems and Examples
    26. 26. Objectives -TargetingBloom’sTaxonomy
    27. 27. Write Your ObjectivesSelect 2 – 3 lessons and write yourobjectivesBCD Planning SheetObjectives linked to Blooms taxonomy sheetDiscuss and revise –Share your objectives with partnerDiscuss and revise if needed.Be ready to share a few with the class
    28. 28. Learning Objectives WorksheetLearningObjectiveTaxonomy AssessmentTeachingStrategies/ActivitiesOn-Campus&OnlineConnection• Write a specific,learner-centered,measureableobjective.• Match theobjective tothe closestequivalent ofBloom’staxonomy.• How will youassess yourstudents’performance onthis objective?• What is the bestformat for theassessment?• What teaching activity youwill use to preparestudents to meetobjective?• Consider - What is the bestformat for the teachingstrategies? Online or F2F?• Consider options forremediation.• How are theface-to-faceactivitiesconnected tothe onlineactivities?OnlineOn-campusSuzanne Weinstein, Schreyer Institute for Teaching Excellence301 Rider Building, University Park, PA. 16802 September 16, 2010
    29. 29. BCD – Stage 2 - AssessmentAs you wrote your objectives did you find that yourassessment strategies are already taking shape?Ideas for Assessment:Classroom Assessment TechniquesPenn State Assessment General Information and ToolsFaculty Focus – Assessing Online Learning ArticlesCarnegie Mellon “Whys and Hows of Assessment”
    30. 30. Why a Rubric?Provides a tool for consistent rating.Evaluation based on rubric criteria reduces biasClarifies goals for both instructors and studentsOffers feedback to students on how to improve
    31. 31. Rubric ResourcesRubricsEducational Origami – Rubrics – Bloom’s TaxonomyDiscussion forum Guidelines and Grading rubricwith Student Checklist for Meaningful DiscussionsAssociation of America Colleges and UniversitiesSample RubricsWinona State RubricsRubistar – create your own rubric or use a pre-made one.Carnegie Mellon University –Creating and UsingRubrics
    32. 32. BCDStep3–PlanLearningExperiences/InstructionDetermine appropriate activitiesActivities equip students with knowledge andskillsPlan how to teach/coach with performancegoals in mindSelect materials and resources
    33. 33. 7Principlesof GoodPracticeinTeachingEncourages Student-Faculty ContactEncourages Cooperation among StudentsEncourages Active LearningGives Prompt FeedbackEmphasizes Time on TaskCommunicates High ExpectationsRespects Diverse Talents and Ways of Learning
    34. 34. Activities = Active LearningConsider course objectives and chunk course contentinto modules that connect online and on campussessions.Define possible activities for each objective/module.Activities should promote active learning and connect toassessment to produce the learning objective.Colorado Community College - Sample Activities linked toBloom’s TaxonomyPark University – Classroom Activities that AssessChickering and Gamson’s Practices Adapted for Online learning
    35. 35. Blending
    36. 36. Remember….You are planning one course that blends thesynchronous and asynchronous sessions.There is a danger of ‘overload’ – packing acourse and a half into one course.