This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael GarnerBlackboard APAC
Interested in using gamified learning in your Blackboard site, but unsure where to start? Join us to explore building Game-Inspired activities using Blackboard Learn tools and understand the theory behind it.
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
Motivating Learners using Gamification - Hermy Cortez Llacuna and Michael GarnerBlackboard APAC
Interested in using gamified learning in your Blackboard site, but unsure where to start? Join us to explore building Game-Inspired activities using Blackboard Learn tools and understand the theory behind it.
Online collaborative learning with audiencefeedbackAndrea Stone
Online course quality measures recommend student interaction and group activities, but these can be difficult. This session offers strategies for facilitation of online group work.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Urkund pepp talk april 2018 - highlighting the "Integrity" project - an Erasmus funded project led by Ilia State University and involves collaboration with Dublin City University, University of Roehampton, University of Uppsala and the University of Vienna
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
TLC2016 - Data for Students - A student-centred approach to analytics in LearnBlackboardEMEA
Presenter: Ross Ward
Organisation: The University of Edinburgh
Description: Learning analytics is primarily focused on staff accessing student data to gauge performance, predict student outcomes, and make interventions where necessary. This session will provide an overview of the work that the University has done in researching and developing a bespoke learning analytics building block called, ‘Data for Students’ that allows students to access information about their course - using click counts and comparison of grades against the cohort. The session will report on the outputs of our initial pilot studies and feedback from staff and students who have used the tool.
Presentation for academics on the flipped classroom approach. It includes information about benefits and challenges, and practical implementation tips.
TLC2016 - Mobile Learning – Unlocking the potential of authentic assessment a...BlackboardEMEA
Presenter: Chris Moore
Organisation: University of the West of England
Description: Authentic assessment has the potential to be very valuable, allowing for much more complex analysis of the students’ performance than traditional de-contextualised assessments.
On the other hand, online examinations under controlled conditions can be unviable for large student cohorts due to pressures on the real estate of the institution.
This session will showcase a number of innovative initiatives that are enabling us to create sustainable authentic assessments and very flexible online examinations.
We will bring a number of mobile devices to the session, so that attendees will have the opportunity to experience first-hand the solutions we have developed, actively participating during the session.
This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
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Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
The Structure and Components for the Open Education EcosystemHans Põldoja
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The disseration can be downloaded from https://shop.aalto.fi/media/attachments/748b6/Poldoja_verkkoversio.pdf
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
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Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
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2. Introductions
• What do you hope to accomplish?
• How will you know if you accomplished it?
• What is your biggest concern in accomplishing
your goal?
5. Step 1: What is…?
What is blended or hybrid?
How is it different from face-to-face?
What are the similarities and differences with
flipped?
What is online?
What is tech-enhanced?
snc2015.wikispaces.com
7. A scholarly definition
At the 2005 Sloan-C Workshop on Blended Learning, the
following was adopted by the participants and will serve
as the accepted definition of blended learning for this
paper:
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 [2]. (Picciano,
2006, p. 97).
11. Web-enhanced
0 - 20%
Blended
21 - 99%
Online
100%
Blended 1
21 - 50%
Online with
commensurate
reduction
in seat time
Blended 3
81 - 99%
Online with
commensurate
reduction
in seat time
Blended 2
51 - 80%
Online with
commensurate
reduction
in seat time
An institutional definition
12. Redefining your course
• F2F Online
• Low tech High tech
• Active Passive learning
• Integration Separation
14. Step 2: How is it different?
What considerations do you have when
transforming your course to tech-enhanced,
blended, online, or ?
Specifically, What elements of your course
design and your delivery will potentially
change?
SNC2015.wikispaces.com
19. The 10 questions
Review the 10 questions, SNC15.wikispaces.com
Consider which question you find most
important, intriguing, problematic, or surprising?
Pair with a partner, share which question you
identified and your response in considering the
question in your own course design.
Share with rest of us one highlight from your
discussion
20. • Ten questions
• Designing learning modules
• Online vs. F2F - Integration
• Decision rubric for
content choices
• Learning objects
Content
• Progressive/summative
• Before, during, and after
• Self evaluation
• Peer evaluation
• Student evaluation
Course Evaluation
• Rubrics
• CATs
• Templates
• Traditional formats
Assessment
• Synchronous/asynchronous
• Establishing voice
• Discussion forums
• Small groups
Interactivity
• Managing expectations
• Time management
• Technology support
Helping Your Students
• Staying organized
• Managing workload
• Avoiding course and a half
Course Management
Course Redesign
Transitioning to
digital learning
Considerations
21. Step 3: How to make it
Thinking of content, interactivity, and
assessment, what will you new course look
like?
What do you have to do to transform your
course for effective digital learning? What is
your redesign plan?
Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
Allen, Seamen, and Garrett (2007) define blended courses and programs as having between 30 percent and 79 percent of the course content delivered online.
Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
Active learning, student-center
Engaged learning
Research driven effective practices
NICOLE
For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment.
The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
Content
Yes - text+images, current, video clips (under 10 minutes)
Avoid video lectures, don’t spend to much time on audio lectures either
Interactivity
Create opportunities for participation, community, collaboration, and connectedness through online class discussions, group discusionss, team projects, team synchronous meetings
Assessment
Frequent low-stakes feedback, opportunity to fail, make corrections to learning
Avoid catastrophic assessment
Provide audio feedback, if appropriate
Provide varied forms of assessments from cognitive, behaviors, affective domains
Text plus images (Mean study)
Rich, current (Web clips, videos, see Ginkgotree study)
Social presence, group activities, thought-provoking discussion boards, interactive
Introductions and Icebreakers
Support and Sharing Scholarship
Discussions
Group Projects
Feedback
Frequent and low stakes
Avoid Catastrophic Assessment
Valid assessments
http://assessment.uconn.edu/primer/taxonomies1.html
Tie into what talk about with Content, Interactivity, and Assessment. Are faculty development program teaches faculty to design and delivery courses based on our definition of what a good blended or online course is around Content, Interactivity, and Assessment. In addition to that, we help them with course administration issues by addressing how they can support their students, manage their time and course, evaluating their course.
This diagram reviews on a single screen all of the program features that have been described above. It is scarcely comprehensive, however, as we offer the program we discover changes and additions that are required. An example that provides case in point is the development of alternative modes of blended learning that focus on large enrollment courses. This has been a recent area of examination for which we have now produced a special module.
Institutions need to find appropriate definitions of blended (and online) that facilitate the nature of the organization culture in order to facilitate acceptance of this innovative pedagogical model, assure consistent data collection and communicate effective with faculty/students. Additionally, traditional definitions of blended need to be re-visited since the emergence of new pedagogies and emerging technologies create paradigm shifts.
Active learning, student-center
Engaged learning
Research driven effective practices
NICOLE
For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment.
The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
Content
Yes - text+images, current, video clips (under 10 minutes)
Avoid video lectures, don’t spend to much time on audio lectures either
Interactivity
Create opportunities for participation, community, collaboration, and connectedness through online class discussions, group discusionss, team projects, team synchronous meetings
Assessment
Frequent low-stakes feedback, opportunity to fail, make corrections to learning
Avoid catastrophic assessment
Provide audio feedback, if appropriate
Provide varied forms of assessments from cognitive, behaviors, affective domains
Backwards Design overview:
Introduced by Wiggins and McTighe in Understanding by Design (2005)
Instructors begin with learning goals and outcomes rather than content or activities
Effective in online and blended courses because provides more structure and facilitates course design, which we know impacts teaching and learning in the classroom
Key questions in Backward Design:
What do you want your students to do (not just know)?
What evidence will you accept that they have accomplished that?
What learning activities will produce this evidence or documentation?
Why Use Backwards Design:
Practice-oriented instead of abstract theory
Learning objectives linked to verifiable outcomes
Fosters an online peer learning community
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
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
Frequent and low stakes
Avoid Catastrophic Assessment
Valid assessments
http://assessment.uconn.edu/primer/taxonomies1.html
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
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
Student interaction with content
Rich and current content
Building cooperation and opportunities for feedback
Student interaction with other students
Student interaction with instructor
Social presence, group activities, thought-provoking discussion boards, interactive
Introductions and Icebreakers
Support and Sharing Scholarship
Discussions
Group Projects
Feedback
What is one thing that helped?
What is one question you still have?
What is one potential crisis point?