Uploaded byGail Matthews-DeNatale
Blended Learning Workshop
The document outlines a workshop led by Gail Matthews-Denatale focused on redesigning courses for blended learning, combining online and face-to-face instruction. It covers the advantages and disadvantages of blended learning, recommended processes such as backward design, and tips for effective implementation. The document also provides resources and guiding questions to help educators thoughtfully integrate online and face-to-face components in their courses.
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Blended Learning Workshop
- 1. The Best ofBoth Worlds:Redesigning Your Course for Blended LearningGail Matthews-DeNatale, Ph.D.Professional Developmentand Instructional Design Specialist, TERCSpecial Thanks to The Alfred P. Sloan Foundation andThe Simmons College Blended Learning Initiative
- 2. Agenda15 Workshop Introductions, WishList20 Blended Learning Overview 20 Recommended Process, Example--- 10 Minute Stretch Break ---20 Redesign Exercise: Goals, Evidence35 Redesign Exercise: Assignment30 Sharing Out, Tips, Final Questions
- 3. Introductions, Wish ListYournameWhat you teachCourse that you’ll be working on todayYour “wish list” for what you’d like to get out of this workshop
- 4. Overview: What isblended learning?Combines online and face-to-face (25% or more of the course takes place online)Characteristics PlannedDistributedIntegratedSynergistic
- 5. Assumptions SurveyWhat doyou like most, or expect to like most, about blended learning?
- 6. Advantages of BlendedFaculty-student-studentinteractionDurable record of participationPersistent presence (anytime learning)Independent/active learningDeepened understanding (reflection, critical thinking)
- 7. Assumptions SurveyWhat concernsor anxieties do you have about blended learning?
- 8. Disadvantages of BlendedNoset model – many decisions to be made anewSignificant time needed for planning, managing workload, staying organizedMany new things to learn (both teaching and technology)
- 9. Common TrapsBuilding acourse-and-a-half
- 10. Common TrapsLeading withTechnology, Not Learning
- 11. Common Traps“Activities” toNowhere
- 12.
- 13. For Example: OralHistoryOutcome: Conversant with OH methods, concerns, excellence standardsEvidence: Interview questions, discussion posts
- 14. BreakStretch your legsfor 10 minutesWhen we reconvene, you’ll apply the backwards design process to your course.
- 15. Backward DesignTake alook at your syllabusWhat you want your students to know and be able to do by the end of the courseWhat will provide you with evidence of this learning?
- 16. What Goes F2F,What Goes Online?OnlineHistory of the disciplineVideos, copyright permittingLecture podcastsDiscussion kick start, follow throughDiscussions that require deep, extended thoughtDrafts of work for peer-to-peer feedbackPortfolios of work (individual and/or group)Course documentsFace-to-FaceAssignment introductions
- 17. Questions and answers(clarification,elaboration)
- 18.
- 19. Groups: process (settingnorms, meeting times)
- 20.
Editor's Notes
- #5 NOTE: Reduction in face-to-face time does not mean reduction in learning or reduced contact with peers/faculty – usually provides more timeFlexibility – can be “in class” at a time that suits their needsAvailability – class is available from any location that has an Internet connectionPersistence – There is a durable record of student participation because all work needs to be posted to the course – good for increasing student reflection and critical thinking.
- #6 Flexibility – can be “in class” at a time that suits their needsAvailability – class is available from any location that has an Internet connectionPersistence – There is a durable record of student participation because all work needs to be posted to the course – good for increasing student reflection and critical thinking.
- #7 Flexibility – can be “in class” at a time that suits their needsAvailability – class is available from any location that has an Internet connectionPersistence – There is a durable record of student participation because all work needs to be posted to the course – good for increasing student reflection and critical thinking.
- #9 A different model of teaching and learningDifference #1: Search for a canonWhat should a blended schedule look like?What goes online, what remains F2F?Three tests and a term paper no longer “works”Difference #2: Rethinking what we doClosing the loopThe course-and-a-half syndromeHearing voices: from soliloquy to dialogue
- #10 A different model of teaching and learningDifference #1: Search for a canonWhat should a blended schedule look like?What goes online, what remains F2F?Three tests and a term paper no longer “works”Difference #2: Rethinking what we doClosing the loopThe course-and-a-half syndromeHearing voices: from soliloquy to dialogue
- #11 The course-and-a-half syndromeHearing voices: from soliloquy to dialogue
- #12 The course-and-a-half syndromeHearing voices: from soliloquy to dialogue
- #17 Kick start / follow through example – 3 questions, 3 comments
- #21 A different model of teaching and learningDifference #1: Search for a canonWhat should a blended schedule look like?What goes online, what remains F2F?Three tests and a term paper no longer “works”Difference #2: Rethinking what we doClosing the loopThe course-and-a-half syndromeHearing voices: from soliloquy to dialogue