Blended by Design: Day 1


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  • Blended by Design: Day 1

    1. 1. Blended by Design: Designing and Developing a Blended Course <ul><li>Veronica Diaz, PhD, [email_address] </li></ul><ul><li>Jennifer Strickland, PhD, [email_address] </li></ul><ul><li>Laura Ballard, [email_address] </li></ul>
    2. 2. 5-Minute University
    3. 3. Program Overview <ul><li>Format </li></ul><ul><li>Hands-on, curriculum (re)design work </li></ul><ul><li>Team/individual work </li></ul><ul><li>Support resources and tools </li></ul><ul><li>Blackboard site </li></ul><ul><li> </li></ul><ul><li>Evaluations </li></ul><ul><li>Topics </li></ul><ul><li>Day 1: Blended learning overview and redesign </li></ul><ul><li>Day 2: Course redesign and engagement </li></ul><ul><li>Day 3: Assessment, student success and collaboration </li></ul><ul><li>Day 4: Academic integrity, copyright, and quality assurance </li></ul>
    4. 4. Learning Objectives <ul><li>To understand blended learning </li></ul><ul><li>To identify and connect with the blended learning community </li></ul><ul><li>To accumulate resources that can be used today and in the future </li></ul><ul><li>To learn to use tools to convert into or create a blended course </li></ul><ul><li>To design a module and to understand the steps in doing so </li></ul><ul><li>To be introduced to the process of integrating technology in a meaningful way that promotes student learning </li></ul><ul><li>To understand basic principles in creating a high quality blended learning experience </li></ul><ul><li>To understand the implications of teaching in a blended environment </li></ul>
    5. 5. <ul><li>Facilitators </li></ul><ul><li>Participants </li></ul><ul><ul><li>Break into pairs </li></ul></ul><ul><ul><li>What is blended learning </li></ul></ul><ul><ul><li>What makes a good blended course faculty member </li></ul></ul><ul><ul><li>Post on the wiki </li></ul></ul>
    6. 7. Face-to-Face Course
    7. 8. Getting from A to B
    8. 9. What is blended learning?
    9. 10. The 10 Blended Questions <ul><li>As a Guide Throughout </li></ul>
    10. 11. Motivation… <ul><li>A way to meet Net Gen student expectations </li></ul><ul><ul><li>Attractive alternative to Face2Face instruction </li></ul></ul><ul><ul><li>A good match for the Net Gen’s visual, exploratory, participative learning preferences </li></ul></ul><ul><li>Usually more work to design (at least at the beginning), but improved student engagement and achievement </li></ul><ul><li>The best of both worlds </li></ul>
    11. 12. The Optimal Model <ul><li>Teaching Opportunities </li></ul><ul><li>Allows for many diverse solutions to course problems </li></ul><ul><li>Enables the incorporation of new types of interactive and independent learning activities </li></ul><ul><li>Variety of online and in-class teaching strategies </li></ul><ul><li>Learn technologies while you learn your material </li></ul><ul><li>Student Engagement </li></ul><ul><li>Potential to increase and extend instructor-student and student-student connectivity </li></ul><ul><li>Communicate online and face-to-face </li></ul><ul><li>Discussions started in class may be continued online </li></ul><ul><li>Students who rarely take part in class discussions are more likely to participate online </li></ul><ul><li>Integration of out-of- and in-class activities allows more effective use of traditional class time </li></ul>
    12. 13. <ul><li>Learned more </li></ul><ul><li>Wrote better papers </li></ul><ul><li>Performed better on exams </li></ul><ul><li>Produced higher quality projects </li></ul><ul><li>Were capable of more meaningful discussions on course material </li></ul><ul><li>Were better able to master concepts and apply what they have learned </li></ul><ul><li>Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data </li></ul>Source: University of Central Florida Data, 2007
    13. 14. <ul><li>The Sloan Consortium </li></ul>National data reports
    14. 15. What can it look like? <ul><li>The National Center for Academic Transformation </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Replacement Model Examples: </li></ul></ul><ul><li>Syllabi review on Blackboard </li></ul><ul><ul><li>Anthropology </li></ul></ul><ul><ul><li>Nursing </li></ul></ul><ul><ul><li>Spanish </li></ul></ul><ul><ul><li>Distance Learning </li></ul></ul>
    15. 16. Blended course examples <ul><li>American National Government (UCF) </li></ul><ul><li>Introductory Astronomy (UCB) </li></ul><ul><li>Economic Statistics (UIUC) </li></ul><ul><li>General Chemistry (UI) </li></ul><ul><li>Intermediate Spanish Transition (UTK) </li></ul><ul><li>General Chemistry (UWM) </li></ul><ul><li>College Composition (Tallahassee CC) </li></ul><ul><li>Computer Literacy (U of Buffalo, SUNY) </li></ul><ul><li>English Composition (BYU) </li></ul><ul><li>General Psychology (CSU Pomona) </li></ul><ul><li>Computer Programming (Drexel U) </li></ul><ul><li>Elementary Statistics (Penn State U) </li></ul><ul><li>Introductory Spanish (Portland State U) </li></ul><ul><li>Elementary Algebra (Riverside CC) </li></ul><ul><li>Six Innovative Course Redesign Practices </li></ul>
    16. 17. Activity: Reviewing Blended Courses <ul><li>Individually </li></ul><ul><li>Browse as many blended course syllabi as possible </li></ul><ul><li>Review the NCAT redesign course examples </li></ul><ul><li>What did you observe to be different in the traditional course from the blended course </li></ul><ul><li>In your Teams </li></ul><ul><li>Identify and agree upon unique features and strategies of blended courses </li></ul><ul><li>Report out </li></ul>
    17. 19. Activity: Mapping Your Course, Part I <ul><li>Handout: Mapping your Course Part I </li></ul><ul><li>Map out your face2face course from the syllabus and/or other documents </li></ul><ul><li>Identify the chunks in your course via the topics in your syllabi </li></ul><ul><li>Select one chunk to work with during the week </li></ul><ul><li>Report out to group </li></ul>
    18. 20. What can be done in the classroom? <ul><li>Our Ideas </li></ul><ul><li>Complex and ill-structured content </li></ul><ul><li>Demonstration of complex skills – live </li></ul><ul><li>Practice of complex skills </li></ul><ul><li>Higher order discussions </li></ul><ul><li>Observation </li></ul><ul><li>Some team work </li></ul><ul><li>Your Ideas </li></ul>
    19. 21. What can be done in the online classroom? <ul><li>Our Ideas </li></ul><ul><li>Student interaction that is primarily narrative </li></ul><ul><li>Group discussion </li></ul><ul><li>Group planning </li></ul><ul><li>Group analysis </li></ul><ul><li>Synthesis of content </li></ul><ul><li>Assessment </li></ul><ul><li>Research </li></ul><ul><li>Your Ideas </li></ul>
    20. 22. What is the relationship between these two? <ul><li>Our Ideas </li></ul><ul><li>Product of online and class work </li></ul><ul><li>Assessment </li></ul><ul><li>Portion of a series of interrelated assignments </li></ul><ul><li>Discussion/reflection </li></ul><ul><li>Your Ideas </li></ul>
    21. 23. Bloom’s Taxonomy <ul><li>Focus on cognitive </li></ul><ul><li>Focus on measure of learning </li></ul><ul><li>Focus on learner </li></ul>