Redesigning and teaching a blended course
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Presented at the "Congreso de Preparatoria" May 30th, 2013. http://sitios.itesm.mx/va/congresoprepatec/2013/conferencias_magistrales.htm
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Redesigning and teaching a blended course
- 1. Redesigning and teaching a blended course Tanya Joosten, @tjoosten, tanyajoosten.com Learning Technology Center, LTC.uwm.edu Department of Communication University of Wisconsin-Milwaukee
- 6. “Hybrid (blended) courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated” (Aycock, Garnham, and Kaleta, March, 2002, para. 1).
- 7. Blended learning: 1) courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner; and, 2) where a portion (institutionally defined) of face-to-face time is replaced by online activity (Picciano, 2006, p. 97).
- 8. What is blended for us?
- 9. Blended courses are courses where 20% or more of the traditional face-to-face classroom time is replaced by online assignments and activities.
- 14. How to design for blended?
- 15. • Ten questions • Online vs. F2F - Integration • Designing learning modules • Decision rubric for content choices • Learning objects Course Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment Plan • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Online Learning Community • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to blended teaching
- 16. The 10 questions 1. As you think about your course redesign, which of your course objectives might be met more successfully online than in a traditional face-to- face classroom? In consequence, what new learning activities do you think you might introduce into your course? 2. Since you will be reducing “seat time” partially or wholly in your course, you need to identify alternative ways to deliver course content. Think about a specific topic that you usually present to your face-to-face class. How might you make that portion of your course content available online? 3. Traditional testing is not the only way to assess your students’ work in an online environment. What other means of assessing or documenting student learning might you decide to use online? …see professorjoosten.blogspot.com for the full 10 questions or visit hybrid.uwm.edu
- 17. My blended course redesign • Original course design – Organizational Communication, COM 310 – Original Design: Night classes, 3 hours app. • Course Transformation – Goal: To more effectively use valuable f2f time – Means: Focus on task requirements and medium selection – Experience teaching fully online and fully f2f – New Design: Reduced class time, 55% online, 45% F2F
- 18. Sample Module Wednesday Sunday Week 1 F2F Class -Agenda posted -Reading available online -Individual project task due Week 2 Online Class -Discussion post due -Discussion responses due Week 3 -Complete Weekly Quiz prior to class F2F Class -Targeted discussion from quiz results and discussion forum -Group project task due
- 19. What goes online? • Content delivery – Acquire basic content (lecture and reading) – Assess understanding of basic content (quizzes, discussion forums, and rubrics) • Summative assessment – Assess achievement of learning objectives for course (midterm and final exams) • Learning activities – Asynchronous discussions – Collaborative group activities
- 20. Content delivery • What type of delivery is “best”? • What medium does the task require? • What technology is available to me? • What skills do I have?
- 21. Lecture formats
- 22. Sample text only lecture
- 24. What lecture format did you prefer? Why? • I preferred the standard ppt w/ notes because that was the easiest for me to access from my home computer and was the easiest to print out. • I chose ppt form as don't need to be online all the time. And I can study the slides whenever i want to. It also has the option of outlines, which helps in studying.
- 25. • I can go at my own pace and re-read things I need to, otherwise skim things I don't need certain depth on. • so you had to listen to the powerpoints and sometimes people just didn’t have the time, but could read them thoroughly and reference them better…we are online classes because we don’t have the time or access to sit through a lecture on a computer. But we could all work reading a really good powerpoint through into our schedules.
- 30. What goes online? • Content Delivery – Acquire basic content (lecture and reading) – Assess understanding of basic content (discussion forums, rubrics, and quizzes)
- 31. Sample Module Wednesday Sunday Week 1 F2F Class -Agenda posted -Reading available online -Individual project task due Week 2 Online Class -Discussion post due -Discussion responses due Week 3 -Complete Weekly Quiz prior to class F2F Class -Targeted discussion from quiz results and discussion forum -Group project task due
- 34. What goes face-to-face? Integrate activities that require a rich, f2f communication – Decreases students’ equivocality and uncertainty about course content • Misconceptions of reading and/or lecture material • Structured discussion on complex constructs – Allow for instant feedback for understanding • Introductions of new assignments – Provide opportunity for higher order learning • Case studies, video analysis, simulations, role-playing – Presentations of group work done outside of class
- 35. Address weaknesses in learning
- 36. What goes online? • Building Learning Community – Online discussion questions – Group experiential learning activities (virtual labs) • Summative Assessment – Assess achievement of learning objectives for course (midterm and final exams)
- 37. Sample Module Wednesday Sunday Week 1 F2F Class -Agenda posted -Reading available online -Individual project task due Week 2 Online Class -Discussion post due -Discussion responses due Week 3 -Complete Weekly Quiz prior to class F2F Class -Targeted discussion from quiz results and discussion forum -Group project task due
- 38. Tips • Course and a Half – Use Backward Design • Integration – Plan for it! • Student Support – Manage expectations and encourage contact
- 39. Avoiding “Course and a Half” • Backward Design – What should students know, understand, and be able to do? – What will I accept as evidence of student understanding and proficiency? – What activities will allow students to achieve this utilizing the online and/or the f2f environments?
- 40. Plan using backwards design Identify Desired Results (DO): • Be able 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
- 41. Plan an Integration Strategy
- 47. Blended Learning: Research Perspectives • Sloan sponsored • 13 chapters • Designing and delivering hybrid courses, student interaction and student satisfaction, strategies for training and preparing faculty and other related topics. • http://www.sloanconsortium.org /node/921
- 48. Next Steps: Five issues to address in “perfecting” the blend • “Course and a half” syndrome • Re-examining course goals and objectives • Building presence, enhancing connectivity, and building community • Community Building • Managing your time and staying organized • http://blend12nextquestions.wikispaces.com/
- 51. Get it!
- 52. Connect w/me • tjoosten@uwm.edu • twitter.com/tjoosten • linkedin.com/in/tjoosten • facebook.com/tjoosten • juice.gyoza@gmail.com | google+ • juice gyoza | second life
- 53. Any questions??
Editor's Notes
- “Overall, 36 percent of schools offer at least one blended program” (Allen, Seaman, & Garrett, 2007, p. 36)“Respondents…anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years” (Picciano, Seamen, Shea, & Swan, 2012, p. 128). Colleges are delving into blended learning and many experts believe that there will be further movement to blended classes (PEW Internet, Future of Higher Education report, Anderson, Boyles, & Rainie, July 27th, 2012).
- Many grant funding agencies have identified the potential benefits and are supporting the move to blended learning in higher education. For example, the Sloan Consortium Localness initiative and the Gates Foundation’s Next Generation Learning Challenges have and are supporting numerous universities and colleges ability to support blended learning opportunities. There is an increased commitment to blended learning efforts based on the benefits and potential identified.
- The Sloan-C 2005 Workshop on Blended Learning adopted what has become a canonical definition of blended courses: first, that blended courses are designed to integrate face-to-face and online work in a pedagogically effective manner; and second, that the face-to-face time of a blended course is reduced to be replaced by online learning activities. Thus, a blended course is NOT merely a course with a Web site, which is usually termed a Web-enhanced course. A blended course is NOT a fully online course, because at least some seat time is retained. A blended course is NOT a course in which online activities have been merely added to face-to-face activities, because the two modes of learning must enhance and elaborate one another, instead of operating in parallel but having no points of contact.
- Students spend less time in the classroom and more time working and interacting online, providing greater flexibility regarding when and where coursework can be completed.Allen, Seamen, and Garrett (2007) define blended as:The primary focus of this report, blended courses and programs, are defined as having between 30 percent and 79 percent of the course content delivered online. “Face-to-face” instruction includes those courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web facilitated courses. The remaining alternative, online courses, are defined as having at least 80 percent of the course content delivered online.http://www.sloanconsortium.org/publications/survey/pdf/Blending_In.pdfFrom an institutional perspective, there are several ways to define blended courses; the example given is that of University of Wisconsin – Milwaukee, though it is not dissimilar to that of other campuses. The definition relies on an assessment of the impact of blended pedagogical strategies. Up to a certain point, about 20% of seat time placed online, the effect of blended learning is roughly equivalent to that of Web enhancement. This isn’t necessarily a bad thing: we often recommend to faculty that they start in the 0-20% range until they feel more comfortable assigning and assessing online work Between 20-50%, a course requires significant redesign work if it is to be taught successfully. The reduction of a third of the face time of a course, for instance, means that the instructor must find new learning activities and new forms of assessment, as well as different ways to deliver course content. Beyond 50%, the online work begins to dominate the pedagogical design of the course, and the instructor must explicitly work with considerable care to resolve the three key issues of blended learning: “closing the loop,”“course-and-a-half,” and “hearing voices.” Finally, when a course reaches 80% or more online, a question becomes increasingly acute: why is this course not being delivered fully online? What is the rationale for having face-to-face meetings at all? Often, there is such a rationale, but it becomes urgent to identify that rationale at this stage of course redesign.
- Blended course definitions: A Pedagogical Model
- The growing interest in blended learning and an increasing number of blended learning initiatives undertaken on campuses is due, in part, to instructors implementation of the blended model in order to take advantage of the pedagogical rewards in using two mediums, online and face-to-face (Godambe, Picciano, Schroeder, & Schweber, 2004), which includes the opportunity to make student learning more active. For example, Kaleta, Skibba, and Joosten (2007) describe that “faculty decided to try the hybrid model because of the many teaching and learning benefits…including the ability to provide more ‘active learning’ and ‘engage’ students by using technology” (p. 136). Other often cited reasons for the increased interest in blended learning relates to opportunities for improving student learning and success (Dziuban, Hartman, & Moskal, 2004), increasing student satisfaction (Dziuban & Moskal, 2001), and increasing retention and access (Picciano, 2006). For instance, Picciano (2006) explains that “well-designed blended learning environments have the potential of increasing access to a higher education because they improve retention” (p. 100).
- http://professorjoosten.blogspot.com/2013/05/10-key-questions-for-online-and-blended.html
- This what a typical week looked like for my students. They received the agenda for the following week when they left class. They had the weekend to complete the reading and listen to the lecture with the initial discussion post being due on Tuesday at the latest. Then, they had to respond to at least on classmate no later than Wednesday, and they had to take a quiz prior to coming to class on Thursday.
- This is what my students see when they come to a unit. They have an agenda that tell them what reading they are supposed to complete and what the lecture topic is. As you can see here, my students are given 3 options for receiving the lecture material. They can download the PowerPoint file to their desktop and print the notes, they can view the PowerPoint and notes text online in their browser, or they can listen to the lecture and view the PowerPoint slides using a product called Breeze Presenter or Adobe Present. Most of my students prefer to simply print the notes and read them or they print the notes and highlight them as they listen to the lecture. But, they were given the lecture in alternative formats to whatever met their learning style.
- This is a sample text lecture. This was created right in PowerPoint. It is pretty low tech, which means it was easy to create and it is easy to support. I simply typed my lecture text in the notes box in PowerPoint and covered it to html. Students have little problems viewing these since .
- How do I keep them engaged and develop social presence?This is a sample of what the audio lecture look like. This again was created right in PowerPoint. I recorded voice narrations right in PowerPoint. I then used a product called Adobe Present or Breeze Presenter to create this flash-based interface. This is slightly more advanced than the text only, but it was still pretty easy for me to do. It does take some time to record the audio and to just get used to talking to a computer. But, because it runs in the browser, Internet Explorer, it is pretty easy for the students to listen to as well. They do not need any additional software. However, if they ever run into problems with the audio, their speakers, or bandwithd, they can always read the text version.
- Embed that in your courseEnds, 41:50
- This is a sample of what the audio lecture look like. This again was created right in PowerPoint. I recorded voice narrations right in PowerPoint. I then used a product called Adobe Present or Breeze Presenter to create this flash-based interface. This is slightly more advanced than the text only, but it was still pretty easy for me to do. It does take some time to record the audio and to just get used to talking to a computer. But, because it runs in the browser, Internet Explorer, it is pretty easy for the students to listen to as well. They do not need any additional software. However, if they ever run into problems with the audio, their speakers, or bandwithd, they can always read the text version.
- So, to recap, this is what a typical week looked like for my students. They received the agenda for the following week when they left class. They had the weekend to complete the reading and listen to the lecture with the initial discussion post being due on Tuesday at the latest. Then, they had to respond to at least on classmate no later than Wednesday, and they had to take a quiz prior to coming to class on Thursday.
- Here is an example of a quiz and an example of the quiz statistics. The quiz allows you to target the concepts that students did not understand from the reading and lecture.
- So, to recap, this is what a typical week looked like for my students. They received the agenda for the following week when they left class. They had the weekend to complete the reading and listen to the lecture with the initial discussion post being due on Tuesday at the latest. Then, they had to respond to at least on classmate no later than Wednesday, and they had to take a quiz prior to coming to class on Thursday.
- Ends, 43:52