The document outlines a workshop on blended learning led by Tanya Joosten and Amy Mangrich at the University of Wisconsin-Milwaukee. It discusses the backwards design approach for course development, the importance of assessing student learning and course effectiveness, and offers strategies for managing technology and student expectations in blended courses. Additionally, it covers group work challenges and provides guidelines for creating effective learning activities and assessments.

1. Welcome to “Getting Started with Blended Learning” Tanya Joosten (tjoosten@uwm.edu) Amy Mangrich (amangric@uwm.edu) University of Wisconsin-Milwaukee Milwaukee, WI USA

2. Backwards design approach: Designing a learning module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

3. Choosing a model for blended course redesign Classic works on “backwards design” Understanding by Design, Wiggins & McTighe 2005 Effective Grading , Walvoordt & Anderson 1998 Advantages of backwards design Practice-oriented instead of abstract theory Intuitive for most faculty Learning objectives linked to empirically verifiable outcomes

5. Backwards design process What do I want my students to be able to do (i.e., not just “know”) at the end of the course? What evidence or documentation do I require to demonstrate my students’ learning? What learning activities will produce this evidence or documentation?

7. Example 1: Video Analysis Identify Desired Results: Ability to analyze and critique decision making processes Acceptable Evidence: Accurate written application of theory from the content given a decision making situation in determining what was effective and what was ineffective in the decision making process. Learning Experience: Students view video clips from Apollo 13 Students post analysis that integrates concepts from reading and lecture Activity Evaluation Students and I reflect on the analyses Students receive grade for work

8. Apollo 13

11. Example 2: Ads in American Culture So what do I want my students to be able to do ? I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audiovisual I want my students to produce their own “thick” ethnographic data and analyze the data using a standard theoretical model of shopping I want my students to extend the notion of “marketing” to areas that are not strictly commercial, e.g., science, religion, education

12. What evidence will I accept? Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads Use of “thick description” to delineate ethnographically relevant cognitive rules of shopping Use of PowerPoint to use a multidimensional model to develop a shopping “mini-ethnography” Use of the “marketing” metaphor to interpret students’ experience of religion, science, or education

13. Sample learning activities Studying up exercise (asymmetry and substitution) Shopping knowledge (“thick description”) Shop until you drop (“mini-ethnography”) Everything is a brand (extending the marketing idea)

14. Activity: Developing a learning module using backwards design

15. Desired Results Learning Outcomes What should students know, understand, and be able to do? What is worthy of understanding? What enduring understandings are desired?

16. Six Facets of Understanding Explanation Interpretation Application Perspective Empathy Self-Knowledge

17. Determine Acceptable Evidence How will we know if students have achieved the desired results and met the standards? What will we accept as evidence of student understanding and proficiency? Course is not just content to be covered or a series of learning activities. Document and validate that the desired learning has been achieved.

18. Continuum of Assessment Methods

19. Planning the Learning Experience What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals?

20. List of Possible Activities Comprehensions Reading Lecture Module Expert guests Simulations Role-Playing Case Study Video Analysis Research Modules Brainstorming Individual Presentations Debating teams Structure group projects (final research project) Collaborative exams Collaborative discussion Student led discussions Instructor-led group discussions

21. Staying organized and helping your students Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

22. Why do students drop blended courses? Workload is too great Inadequate information and/or support from instructor Problems with technology

23. Managing student expectations about your blended course Blended courses involve at least as much work as traditional courses Not all work can be completed at home Identify well in advance assignments that require special access, course technologies, or effort Start with low-stakes assignments and gradually increase rigor of work

24. Helping your students manage their time Provide a longer timeline for the completing online assignments than traditional assignments Break down longer assignments into smaller pieces, with assessment and feedback at each stage Advise students to implement a set weekly schedule to do their work

25. Helping your students with technology issues Make sure that students know what hardware/software is required as early as possible Require an orientation assignment early in the semester to get students accustomed to the technology Give students one-page handouts which guide them through specific tasks Tell students how to get technology help

26. Tips for communicating with your students Answer email and discussion postings on a schedule known to everyone Communicate with your students in multiple ways; be redundant Give your students an assignment calendar with clear due dates Assignment instructions must be detailed and comprehensible; have them reviewed by peer

27. Tips for staying organized Establish and maintain a good folder and file structure Schedule time each week to do your course work Use assessment tools to help keep up with your grading; rapid assessment and feedback is important for student success

28. Tips for an effective course website Design consistent and easy navigation for your course website Make sure that current course materials are visible and accessible within your website Always check to make sure that course materials are available when they’re supposed to be

29. Tips for choosing course technologies High tech is often high risk Choose technology that you are comfortable using Materials take more time to prepare than you think Always check links and items that require special software or plug-ins Check your course management site from the students’ view; use a lab workstation!

30. For more information: Visit the Learning Technology Center’s blended/hybrid Web site resource page at: http://blended.uwm.edu Or contact the UW-Milwaukee Learning Technology Center at LTC@uwm.edu

31. Group Activity: Developing a Learning Module Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

32. Managing small group work to build peer networks Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

33. Why use groups online? Aids in building a learning community Provides students with an opportunity to apply concepts and theories Allows students use skills that are representative of real work life

34. Overview Challenges to Online Group Work Creating Groups: Issues to Consider Designing Group Learning Activities Assessing Student Performance

35. What are some challenges to group work?

36. Challenges to Online Group Work Social Loafing Transaction Costs Nonverbal Cues Accountability

37. Creating Groups: Issues to Consider Group Size, Projects vs. Discussions Group Diversity Instructor or Student Driven Team-building Activities

38. Sample Guidelines for Students: Getting Your Group Started Create a group name Appoint a leader and other roles Develop procedure for changing leader or roles Define group goals Create communicate rules (How? How often? Where?) Determine how members will evaluate work, participation, and contribution of teammates Project assigned to the team will receive a grade that applies to every member of the group Will anyone have final authority to modify team members grade up or down (e.g., leader)

39. Designing Group Learning Activities: Guide for Instructors What aspects of the content lend themselves to group activities? How does the assignment meet a course objective? What are the goals of the group activities? What communication technologies will be used? Should roles be assigned? What is the timetable for completion? How will activities be structured to ensure participation by all members? How will accountability be built into the process? What criteria will be used to assess the work? (e.g., rubric) How will performance be graded (e.g., peer evaluation, group grade on product)?

40. Sample Group Learning Activities Project Teams Simulations Case Studies Role Plays Research Teams Video Analysis Debates

41. Assessing Student Performance Student Assessments Peer Feedback Form Peer Scoring Form Personal Reflection Instructor Assessments Rubrics

42. Resources Palloff, R.M. & Pratt, K. (1999). Building learning communities in cyberspace . San Francisco, CA: Jossey-Bass. Michaelsen, L.K., Knight, A.B., & Fink, L. D. (2004.) Team-based learning: A transformative use of small group in college teaching . Sterling, VA: Stylus Publishing.

43. Using a blended approach for small group projects Example: Art in the Public Space Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

44. Site and the Public Space Upper-level undergraduate course Student majors included Visual Art, Architecture, and Urban Planning 15 students 1/3 online 2/3 face-to-face

45. Introduction to “Site and the Public Space”

46. Coursework for the semester & final project

47. Visual representation of final project structure

48. Ideation – off-campus activity

49. Ideation – online and in-class work

50. Final project “proposal” assignment overview

51. Proposal – in-class activity

52. Proposal – online work

53. Proposal – off-campus activity

54. Final project “research” assignment overview

55. Research – in-class activity

56. Research – online work

57. Proposal – off-campus activity

58. “ Production” for the final project

59. “ Installation” of the final project

60. “ Where Do You Live?”

61. Success through the blended course model

62. Lunch Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

63. Group Activity: Developing a Group Activity Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

64. Evaluating your course, before, during, and after: A blended course evaluation rubric Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

65. What is the difference between assessment and evaluation? Assessing Student Learning Determining the value or quality of a student’s work Evaluating Your Course Determining the worth or effectiveness of a course design or teaching

66. Why is evaluation particularly important for blended courses? Blended courses are different than face-to-face Novices to the blended course structure Demonstrates academic rigor in the blended environment Progressive evaluation allows you to make changes throughout course life cycle – before, during and after the course

67. What tools can faculty use to evaluate their course? Evaluation checklist Evaluation can involve yourself, colleagues, or students More tools for Evaluation http://LTC.uwm.edu/resources.html

68. What do we want to evaluate? Learner Support Course Organization and Design Instructional Design and Delivery Integration of Face-to-Face and Online Activities (blended only) Student Assessment Student Feedback

69. Learner support Not a significant issue in traditional face-to-face courses Student self-assessment: is s/he likely to succeed as an online or blended learner? Acquiring the technical skills and requisites Knowing what to do when troubles arise

70. Course organization and design A basic syllabus affords a contract between instructor and students The use of modules to organize course activity is more pronounced in online and blended courses The course Web site is a visual representation of the learning goals and activities

71. Instructional design and delivery A relationship between learning objectives and learning activities A progression towards critical thinking Ongoing efforts to develop an online learning community of peers

72. Integration of face-to-face and online If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online. Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome Each form of learning must affect -- extend, elaborate, intensify – the other

73. Student assessment The online environment lends itself to frequent, low-stakes assessment with ample feedback Traditional forms of assessment offer little information about the learning taking (or not taking) place Rubrics help both instructor and student apply abstract knowledge to disciplinary practice

74. Student feedback Like student assessment: frequent, low-stakes, and information-rich The simple “reality check” is an extremely valuable tool The students find their voices within the course The community of learners benefits from a give and take between instructor and students

75. Conclusion Why is evaluation integral to blended and online courses? A variety of evaluation tools: http://LTC.uwm.edu/resources.html

76. Individual Activity: Using the Evaluation Checklist Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009

77. Q&A Evaluation of Workshop Learning Technology Center University of Wisconsin-Milwaukee eLi 2009 Riyadh: March 14-15, 2009