Blended by Design: Day 2


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  • Blended by Design: Day 2

    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. Day 2 Course redesign and engagement
    3. 3. Objectives <ul><li>Continue with the module design process </li></ul><ul><li>Describe instructional design techniques used to organize content </li></ul><ul><li>Identify course activities suited to the online or classroom environment </li></ul><ul><li>Review some classroom technologies </li></ul><ul><li>Explore strategies and techniques to infuse student-student and instructor-student interaction and engagement </li></ul>
    4. 4. Why (re)design into blended? <ul><li>Ensures your design facilitates your course </li></ul><ul><li>Engage students in dynamic and vital communities </li></ul><ul><li>Students take more responsibility for content and learning </li></ul><ul><li>Students learn through active participation and inquiry </li></ul><ul><li>Assessing the Role of Teaching Presence from the Learner Perspective Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & . </li></ul>
    5. 5. 5 Principles of Successful Course Redesign <ul><li>Redesign the whole course. </li></ul><ul><li>Encourage active learning. </li></ul><ul><li>Provide students with individualized assistance. </li></ul><ul><li>Build in ongoing assessment and prompt feedback. </li></ul><ul><li>Ensure sufficient time on task and monitor student progress. </li></ul><ul><li> </li></ul>
    6. 6. 4 Basic Redesign Steps <ul><li>Identify course content for a module </li></ul><ul><li>Write learning objectives and develop instructional modules </li></ul><ul><li>Select course (re) design strategies: determining which strategy is most appropriate for your course </li></ul><ul><li>Integrate course content activities in classroom and online environments: determining what is best suited in either the online or classroom environment </li></ul>
    7. 7. Why Objectives? <ul><li>Clear statement of what students will be able to do when they are finished with an instructional component </li></ul><ul><li>Focuses on student performance </li></ul><ul><li>Provides structure: beginning, middle, and end </li></ul><ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><ul><li>What do they need to know? </li></ul></ul><ul><ul><li>What do they need to be able to do? </li></ul></ul><ul><ul><li>What will they know as a result of my instruction? </li></ul></ul>
    8. 8. Support Objectives by <ul><li>Integrating learning technologies </li></ul><ul><ul><li>Classroom technologies </li></ul></ul><ul><ul><li>Emerging technologies </li></ul></ul><ul><ul><li>Online resources </li></ul></ul><ul><li>Developing diverse assessment techniques </li></ul><ul><li>Infusing active learning, interaction, and peer engagement </li></ul>
    9. 9. Why Modules? <ul><li>Easier to find course content </li></ul><ul><li>Support consistency </li></ul><ul><li>Allows students to focus on content rather than form </li></ul><ul><li>Content becomes manageable </li></ul><ul><li>Prevents information overload </li></ul><ul><li>“ 7 +/-2 rule” </li></ul>Source: Blending In, March 2007
    10. 10. Meeting Objectives <ul><li>Source: Blending In, March 2007 </li></ul>
    11. 11. Course Organization <ul><li>Dates </li></ul><ul><li>Topic </li></ul><ul><li>Readings </li></ul><ul><li>Section </li></ul><ul><li>Unit </li></ul><ul><li>Module </li></ul>
    12. 12. The Organization <ul><li>Course content broken down into “chunks” </li></ul><ul><li>Course structure in a repetitive manner allowing for easy navigation </li></ul><ul><li>Content organized in conceptually related blocks </li></ul><ul><li>Consistent, logical, clear, common sense, apply past experience, let the content set the chunks </li></ul>Source: Blending In, March 2007
    13. 13. Mapping Your Course Part II <ul><li>Select one chunk or module </li></ul><ul><li>What does the instructor do? </li></ul><ul><li>What does the learner do? </li></ul><ul><li>What can stay in the classroom? </li></ul><ul><li>What can happen online? </li></ul><ul><li>What is the relationship between the two? </li></ul><ul><li>Apply Bloom’s levels </li></ul>
    14. 14. Building Community among Students
    15. 15. What makes a successful community? <ul><li>Individuals feel safe </li></ul><ul><li>Get questions answered </li></ul><ul><li>Have conversations </li></ul><ul><li>Get resources/information </li></ul><ul><li>Support </li></ul><ul><li>Friendship </li></ul><ul><li>Produce a product </li></ul><ul><li>Individual and shared identities </li></ul>
    16. 16. Jane Livingston, 2006, Building Community in a Blended Course, Educause
    17. 17. Building Community <ul><li>Start early </li></ul><ul><li>Make it relevant </li></ul><ul><li>Identify connections </li></ul><ul><li>Create opportunities for engagement </li></ul><ul><li>Encourage participation </li></ul>
    18. 18. Collaboration Benefits <ul><li>Passive to interactive </li></ul><ul><li>Increase retention of class materials </li></ul><ul><li>Develops critical thinking skills </li></ul><ul><li>Knowledge construction </li></ul><ul><li>Builds community </li></ul><ul><li>Team building </li></ul><ul><li>Interpersonal skills </li></ul><ul><li>Importance of emphasizing the relationship of interactive activities to “content” </li></ul>
    19. 19. Power Law of Participation Ross Mayfield:
    20. 20. In Class: Student Collaborative or Interactive Activities <ul><li>In class writing activities </li></ul><ul><li>5 minute discussion questions </li></ul><ul><li>Scripted scenarios for role playing </li></ul><ul><li>Think-Pair-Share </li></ul><ul><li>Note Check </li></ul><ul><li>Case Studies </li></ul><ul><li>Discussions </li></ul><ul><li>Group Projects </li></ul>
    21. 21. Online: Student Collaborative or Interactive Activities <ul><li>Case studies </li></ul><ul><li>Discussions </li></ul><ul><li>Forums: Panel or Symposium </li></ul><ul><li>Experiential Learning </li></ul><ul><li>Group Projects </li></ul><ul><ul><li>Role-play </li></ul></ul><ul><ul><li>Games & Simulations </li></ul></ul><ul><ul><li>Demonstrations </li></ul></ul><ul><ul><li>Online Presentations </li></ul></ul><ul><li> </li></ul>
    22. 22. Activity <ul><li>Keeping your module in mind, develop a community-building activity for use online or in the classroom </li></ul><ul><li>Report out </li></ul>
    23. 23. Break
    24. 24. Facilitating and Assessing Online Discussions <ul><li>Laura Ballard </li></ul>
    25. 25. Please think about and answer the following questions. <ul><li>How do you use classroom discussion in your current courses? </li></ul><ul><li>How do you assess students? </li></ul>
    26. 26. Written Communication in the Online Environment <ul><li>Netiquette: </li></ul><ul><ul><li> </li></ul></ul>
    27. 27. Discussion boards must be graded with substantial points assigned
    28. 28. Ways to Use a Discussion Board <ul><li>Prepare for upcoming in-class discussion (pre-assignment) </li></ul><ul><ul><li>Reading </li></ul></ul><ul><ul><li>Review of literature </li></ul></ul><ul><li>Follow-up to in-class discussion (continue discussion or post-assignment) </li></ul><ul><li>Extension of in-class discussion and assignments (exploratory, will not be covered in class) </li></ul>Source: Teaching Online A Practical Guide by Ko and Rossen
    29. 29. Ways to Use a Discussion Board Continued <ul><li>Question and answer forum (to create an FAQ page) </li></ul><ul><li>Pose a problem and have students generate possible solutions – discuss those solutions </li></ul><ul><li>Students post homework or projects and get classmate feedback </li></ul><ul><li>Case study </li></ul>Source: Teaching Online A Practical Guide by Ko and Rossen
    30. 30. Ways to Use a Discussion Board Continued <ul><li>Students critique classmates’ work using provided evaluation guidelines </li></ul><ul><li>Find/evaluate web resources on lesson/topic and discuss results </li></ul><ul><li>Invite guest speakers/lecturers </li></ul><ul><li>Debate about topic </li></ul>
    31. 31. Quick Tip! <ul><li>Consider allowing students to self assign groups that will take charge of a particular week’s DB creation, facilitation, and summary. </li></ul>
    32. 32. Questioning Techniques <ul><li>“ Name and describe three social systems theories that apply to community development.” </li></ul><ul><li>“ What theory of community development did you find yourself relating to most? Why? How would you apply that theory to our learning community?” </li></ul>Lessons from the Cyberspace Classroom: The Realities of Online Teaching, Rena Palloff and Keith Pratt (pg. 121)
    33. 33. Moderating and Facilitating Online Discussion <ul><li>Encourage participation </li></ul><ul><li>Ensure that some students don’t dominate </li></ul><ul><li>Keep discussion focused </li></ul><ul><li>Bring out multiple perspectives </li></ul><ul><li>Summarize highlights </li></ul><ul><li>Do not dominate or be over-involved in the discussion </li></ul>Source: Gregg Kearsley Online Education: Learning and Teaching in Cyberspace, Wadsworth: 2000, p. 85 Source: Tom Nolan, Sonoma State University
    34. 34. Discussion Boards in Your Hybrids <ul><li>How will you use the discussion board? </li></ul><ul><li>See Discussion Board Ideas handout </li></ul>
    35. 35. Utilizing Student Teams and Community Building
    36. 36. Which best describes your experience with student teams?
    37. 37. Using Teams <ul><li>Based on the work of Larry Michaelsen (University of Oklahoma) </li></ul><ul><li>3 Keys </li></ul><ul><ul><li>Promoting ongoing accountability </li></ul></ul><ul><ul><li>Using linked and mutually reinforcing assignments </li></ul></ul><ul><ul><li>Adopting practices that stimulate idea exchange </li></ul></ul>
    38. 38. Promoting Ongoing Accountability <ul><li>Require pre-group work </li></ul><ul><li>Require group members to express individual opinions and monitor via another member </li></ul><ul><li>Include peer evaluation in grading </li></ul><ul><li>Readiness Assurance Process </li></ul><ul><ul><li>Test over readings </li></ul></ul><ul><ul><li>Group: Test, discuss, reach consensus and retest </li></ul></ul><ul><ul><li>Provide information for peer feedback process </li></ul></ul>
    39. 39. Using linked and Mutually Reinforcing Assignments
    40. 40. Adopting Practices that Stimulate Idea Exchange Use of assignments that create conditions that foster give-and-take interaction <ul><li>Assign roles </li></ul><ul><li>Use permanent groups </li></ul><ul><li>Allow some in-class group work </li></ul><ul><li>Size: 4-7 </li></ul>Diversity of opinion, ideas, and perspectives <ul><li>Not too easy </li></ul><ul><li>Not too much writing </li></ul><ul><li>Employ, select, apply concepts from the course </li></ul>
    41. 41. Team Teaching Tips <ul><li>Outline learning goals </li></ul><ul><li>Teach team skills </li></ul><ul><li>Clear and detailed instructions </li></ul><ul><li>Rubric </li></ul><ul><li>Stages of team development </li></ul><ul><ul><li>Forming - polite but untrusting </li></ul></ul><ul><ul><li>Storming - testing others </li></ul></ul><ul><ul><li>Norming - valuing other types </li></ul></ul><ul><ul><li>Performing - flexibility from trust </li></ul></ul>
    42. 42. Team Contracts <ul><li>Purpose, goals, and missions </li></ul><ul><li>Expectations </li></ul><ul><li>Roles </li></ul><ul><li>Conflict resolution strategies </li></ul><ul><li>Meetings </li></ul><ul><li>Communication </li></ul><ul><li>Decision-making policy </li></ul><ul><li>Agendas </li></ul><ul><li>Record-keeping </li></ul>
    43. 43. Other Resources <ul><li>Team Based Learning (Michaelsen) </li></ul><ul><ul><li> </li></ul></ul><ul><li>Video Demonstrations </li></ul><ul><ul><li>http :// </li></ul></ul>
    44. 44.
    45. 45. 4 Questions <ul><li>What do I want students to be able to DO after this unit of instruction (behavioral outcomes) </li></ul><ul><li>What will students have to KNOW to do XYZ (learning outcomes) </li></ul><ul><li>How can I ASSESS whether or not students have successfully mastered key course concepts? </li></ul><ul><li>How can I tell if students will be able to USE their knowledge of key course concepts? (application) </li></ul>
    46. 46. Activity <ul><li>Using the 4 questions, develop some type of team activity for a unit in your course </li></ul><ul><li>Report out </li></ul>