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Blended redesign workshop 10 1-15
This document outlines an agenda for a two-hour blended redesign workshop. It introduces participants to the concept of blended learning and guides them through a five-step process to redesign one of their courses to a blended format. In the workshop, participants will learn about blended learning approaches, reflect on their instructional design, and begin redesigning a course. They will identify learning technologies, apply practices for designing blended courses in Blackboard, and communicate their new blended course design in a syllabus. The goal is to help participants feel more comfortable redesigning their courses in a blended format through a guided process.
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Blended redesign workshop 10 1-15
- 1. Blended Redesign Workshop Centerfor Excellence in Learning and Teaching Sue Hines & Bob Andersen Saint Mary’s University of MN 2015
- 2. In this 2-hoursession you will • Discover the unique qualities of a blended course • Reflect on your instructional design process • Begin redesigning your course to a blended course • Understand how to communicate your blended course design in a syllabus
- 3. In the next2-hour session, you will • Begin to identify learning technologies that best fit your blended course • Apply basic Blackboard practices to design and deliver your blended course
- 4. Activity Get each rideron a horse.
- 5. Oftentimes when weare learning to redesign our courses it can feel similar – A little frustrating – A little confusing – But once you do it….it’s fun! – And you might want to share it with others
- 6. Blended Learning What doyou think it is?
- 7. What do theexperts say? Blended learning is an instructional delivery approach where traditional face-2-face instruction & online instruction is combined.
- 8. Why? Because in-class instructiontime And replaced with is reduced online learning
- 9. Ways to ThinkAbout Blended Learning • Synchronous and Asynchronous • Instructor-led and Self-directed • Live & Collaborative and Self-paced & Individual • Deliberate and Experiential • Passive learning and Active learning
- 10. Determining the “Blend” •The f2f and online blended structure is determined for you. • But how you design the f2f and online learning experience is up to you. • There is no one set way to do it. It’s your choice
- 11. However, it’s notsimply • Bolting on online work to the existing course • Plugging in online discussion during “off weeks” • Using the online week for homework time • Adding technology to face-to-face learning • Converting face-to-face instruction to an online environment
- 12. Instead, blended courses •Are redesigned, • Have a rhythm, • Provide a integrated, unified online and face- to-face learning experience, and • Consider the advantages of the face-to-face and online learning environment F2F Online
- 13. Presentation In-class task iPresenton iPads i-Movie Multi-media Prezi Narrated Powerpoint
- 14. Delivery mode suggestions: In-Class/ Face to Face • Course introduction • Collaborative processing • Complex dialogues • Project presentations • Question / answer sessions • Demonstrations • Practice and debrief • Debates • Role Plays • Peer reviewing Out of class / online • Course content (various forms) • Preparatory learning • Quizzing • Videos • Contemplative discussion • Reflective work • Resource listing/sharing • Collaborative products • Inquiry-based activities
- 15. Blended Rhythm OUT OFCLASS IN CLASS
- 16. Step 1. Drawyour rhythm (i.e. your face-to-face and online blend)
- 18. Think about yourintegrated blended design • What do I want my students to accomplish in my course? • What do I want my students to accomplish each session? • What is the best blend, given my blended “rhythm” – What is best learned online? – What is best learned face-to-face? • What teaching methods are the best fit? Guiding Questions:
- 19. Determining learning goals& teaching methods • Think of one class session where you taught students to DO something new (i.e. mental task) • On the backside of a post-it note write the mental task • On front side write your “go-to” method for teaching it • Exchange notes with table mate • Match the teaching method to the thinking level on Bloom’s taxonomy • Pass it back to the “owner” • Does your method match your mental task?
- 20. Oftentimes we selectteaching methods that are not the best fit for the mental actions (skills) we’re trying to teach Decoding the Disciplines by Middendorf & Pace 2004
- 21. And oftentimes we teacha mental action without considering the various cognitive levels Create Understand Apply Analyze Evaluate Know Decoding the Disciplines by Middendorf & Pace 2004
- 22. Bloom’s Basement The first 3 are hierarchical &essential 1 2 3 The top 3 are higher order thinking skills and NOT hierarchical
- 23. Each thinking levelhas its own teaching method _____________________ _____________________ _____________________ __________________ _________________________________ Click on terms to access links to teaching methods
- 24. Activity • Jot downyour mental action, again, on the provided card • Rephrase it at 3 different Bloom’s taxonomy levels Example: Critique a company’s marketing strategy Remember 1. Identify the 3 most common marketing strategies. Understand 2. Describe the 3 most common marketing strategies. Apply 3. Detect marketing strategies used for advertised products.
- 25. • Exchange cardswith a tablemate • Select a teaching method for each level • Write your suggested methods on the back of the card • Pass it back Shop for teaching methods
- 26. Step 2. Establisha learning goal for each learning module Course Title: Student Learning Objectives: F2f or online? Topical course content Learning goal SLOs being taught Module 1 What are students expected to be able to DO by the end of the module? Try to link the goal to the graded assignments Module 2 Module 3 What is the course content to be taught for this week? Give it a title Which SLOs are being met?
- 27. 3. Create aninstructional plan for each session (i.e. Teaching Methods) Module #: Learning Goal/s: Online or F2F?: Incremental Mental Tasks Learning activity (i.e. method) Description Length of time What are the incremental mental tasks needed to accomplish the learning goal? What is the learning activity for each mental task? What does each activity involve? Describe it so you can duplicate it in the future How long does each activity take? Think of Bloom’s Taxonomy
- 28. 4. Determine theinstructional materials Module #: Learning Goal/s: Online or F2F?: Incremental Mental Tasks Learning activity (i.e. method) Description Length of time Materials Needed What are the incremental mental tasks needed to accomplish the learning goal? What is the learning activity for each mental task? What does each activity involve? Describe it so you can duplicate it in the future How long does each activity take? What instructional technology is needed? What content materials? Think of Bloom’s Taxonomy What physical materials?
- 29. The instructional designingprocess is key • Approach the process as a course “redesign” opposed to “conversion” • Realize that it takes time and effort • Designing a blended course is best accomplished with an instructional designer and SME. – Bob & Sue; and you
- 30. Indicators of effectiveblended course: Clear expectations Student expectations for participation and criteria for academic success is clearly stated and understood. Directions for weekly activities is key! Instructor as facilitator The instructor moves from distributor of knowledge to facilitator of learning. Students as self-directed learners Instructor orients students to the “blended design” of the course. Success = Being responsible for your learning. A community of learners The instructor and student work together to co-create the learning experience. Integrated learning experience The learning experience represents an well-crafted integration of reading, online/out-of-class learning, and in-class activities to achieve the course learning
- 31. Delivering a BlendedCourse 5-step approach 1. Diagram the f2f and online “rhythm” 2. Establish learning goal/s for each learning module 3. Create an instructional plan for each module 4. Construct the learning modules in Blackboard® 5. Communicate your course design in a syllabus 6. Post your syllabus-in-progress on our Blended Bb course site 7. Regular feedback will be provided 8. The final syllabus draft goes to your program director
- 32. Want to seean example? See the Blended Course Example handout
- 33. Want to learnabout online learning technologies? Take it away……..…Bob!
Editor's Notes
- #16 7 week class with 4 f2f weeks and 3 online weeks