This document discusses a blended learning pilot course for an economics class at a university. It provides background on why blended learning is being implemented, details on the specific pilot course including who is involved and how it will incorporate both online and in-person elements. It addresses potential issues with assessments, attendance and participation. The document also demonstrates the online learning platform that will be used and leaves time for questions.

1. Blended Learning
Right here in our corner of ‫ا ا اا‬‫ااا‬

2. Agenda
• Background
• Why, what, etc?
• Pilot course - Who?
• Issues
• Attendance, Assessments …
• BB Learn Demo
• Q/A

3. Why Distance Learning?

4. Why Distance Learning?

5. Why Distance Learning?
• BB Learn Initiative … before and after
• Tools aplenty … and support
• Publishers’ Commitment
• “Learn by Doing” Engagement
HCT … It’s time!

6. What Distance Learning Is NOT
• NOT a substitute for “real” teaching … or learning
• NOT a way to simply save time … or effort
• NOT a pathway to an “easy” A (or B, or …)

7. Then, what is it … for us?

8. Who?
BUS 1103 – Econ for Managers (PRC)
• Small group, easy to work with
• Highly motivated (weeeell … for the most part :-)
• Experience with on-line Econ courses
Familiarity with the group

9. Blended … How?
One period per week for meetings
• Mandatory for the first 5 weeks (first assessment)
• To provide a “comfort” level
Daily Login Requirement
• Check Announcements, post to Discussions, etc.
Discussion requirements throughout the week
• First post by … Tuesday, at least 3 days per week …
Synchronous vs. Asynchronous

10. Assessments
Online exercises, quizzes … and discussions.
Major Exams
• … also online, but taken on-campus
Group Projects
• Collaborate using … uhm, Collaborate (or other
synchronous tools)

11. When to … …
• If
the average of the first major assessment … is
“too low”
• If
the students don’t participate in the online
forums … “enough”
• Takepoll of the students at “various” times
throughout the term
•…