The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.

2. Agenda Course redesign process overview Redesign innovative practices Blended course redesign examples Faculty development program design options Resources Questions Presentation available at

3. Redesign work Defining the blend Rethinking how to use class time Rethinking how to facilitate online interaction Learning more about technology Budgeting time and starting redesign Experiencing being a student is extremely valuable

4. Blended learning process NCAT Successful Course Redesign Principles Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt (automated) feedback. Ensure sufficient time on task and monitor student progress.

5. Redesign overview Break the course down into discrete, specific learning objectives Ask: which objectives are best met online? Ask: which objectives are best met F2F? Strategies: how will you integrate the online portion with the F2F portion? Strategies: how will you make students accountable for the online portion?

6. Program components Topic Areas Blended Learning Defined Course Redesign Building Community, Student Success, & Collaboration Using Technology Academic Integrity, Copyright & Course Enhancements Other Resources Activities Course Evaluation Individual Syllabus evaluation Module creation Assessing Discussion Rubric Building Discussion Board Rubric Technology Sandbox

7. Redesign tools Mapping your course I and II Organizing the course Objectives Modules Schedule Lessons Readings Topics Sample blended syllabus

9. Technologies Asynchronous Discussion Forums Blogs Wikis File sharing Voice boards Twitter Web 2.0 Applications Synchronous Chat Virtual classroom Real time meetings Voice chats Web conferencing Instant messaging

10. Modules (example)

11. 6 Innovative Practices Creating "Small" Within "Large" Undergraduate Learning Assistants (ULAs) Freshmen Don’t Do Optional Modularization New Instructional Roles Avoiding “Either/Or” Choices http://www.center.rpi.edu/PlanRes/Innov_CrRedPractices.htm

12. Quality Matters Course overview and introduction Learning objectives (competencies) Assessment and measurement Resources and materials Learner interaction Course technology Learner support ADA compliance http://qualitymatters.org/

13. Blended redesign examples Samples English Composition General Psychology Computer Programming Elementary Statistics Introductory Spanish Others

14. Implementation

15. Implementation best practices Ongoing institutional commitment to the redesign Initial and ongoing faculty consensus Support instructors, and other support staff Technological infrastructure Quality assurance: peer review Faculty disciplinary communities of practice

16. Blended learning costs Faculty Redesign time Release time during pilot semester Orienting and development Course redesign Media specialists Instructional designers Instructional technologists Infrastructure Labs Wireless Software IT Helpdesk Resources online Student Readiness Advising Orientation

17. Communication Internal marketing External marketing Defining the blend Differentiating from other eLearning options

18. Student readiness assessment strategies Formal eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions Informal FAQs Examples Pros/Cons Testimonials

19. Assessing readiness for Skills (reading) Learning styles Work and study habits Technical requirements (hardware, software, connectivity) Need and immediacy for course Feedback preferences Ability to self-help (when things are difficult) UCF Learning Online

20. Faculty Development and Blended Learning

21. Faculty development options Mandatory vs required Application to teach Release time Reassigned time Mentors Course development One at a time Best of breed Central training Department training 2 step process Experiential Overview Summer institute

22. Possible components What is blended learning Learning objectives Module development Course redesign strategies Classroom assessment and techniques Rubrics Learning technologies Online discussions Student readiness Student success Student crisis points Student teams and other collaborations Academic integrity online Copyright issues Building community

23. Questions?

24. Contact Us Veronica M. Diaz, PhD [email_address] Maricopa Center for Learning and Instruction 480-731-8300 Jennifer Strickland, PhD Paradise Valley Community College [email_address] Maricopa Community Colleges Copyright Veronica Diaz & Jennifer Strickland, 2008. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the authors.