This document discusses redesigning a beginning German course through blended learning. It proposes reducing face-to-face class time from 4 to 3 hours per week and supplementing with online content. Benefits include increased scheduling flexibility, access to high-demand courses, and more opportunities for student-teacher and peer interaction. Content that can be effectively delivered online includes vocabulary introduction, reading comprehension, pronunciation practice, and writing exercises. The goals are to engage students through more interactive materials and use classroom time more effectively through preparation and review done online. Success will depend on continual revision and collaboration across the university.

1. Re-designing Beginning German instruction through Blended LearningAdam GacsMiglenaNikolovaUniversity of Illinois at Chicago

2. UIC Blended Learning Initiative: Increasing Access and Opportunity“Integrates online with traditional face-to-face classroom activities in a planned, pedagogically valuable manner where 25 - 74% of instruction occurs online.” (Blake, 2009; Graham, 2006; MacDonald 2008).

3. Reducing from 4 to 3 contact hours per weekBenefits:flexible scheduling options, increased access to high demand coursesopportunity for greater student-to-faculty and student-to-student interaction

4. Pedagogical reasons for blendingDifferent, more engaging ways to present materialBetter preparation, monitoring student progress more closely -> more effective use of classroom timeConsistent delivery of learning materials across sectionsRepeated practice opportunitiesIndividualized instruction, immediate feedbackBuilt-in review of earlier materials

5. What can be done equally well or better online?PreparationExposure to target culture, more authentic, motivating materialsIntroducing new vocabulary in context Delivering self-paced tutorials on principles of language learning, dictionary use, vocabulary learning, etc.Reading comprehension activitiesFollow-ups to extend learningCommunicative, meaningful language use outside the classroomPronunciation practice/communication strategies (fluency/speech acts)Writing for fluency, mass writing, collaborative writingDiscuss cultural differencesWhat are students expected to do? How is this different from previous instruction?What are the goals?

6. Vocabulary Presentation

7. Receptive Recall/Recognition

8. Warm-up text with storyboard

9. Reading (A)

10. Follow-up materials to expand classroom instructionBlogs (writing/reading)Wimba Voice tools (speaking)

11. Blogs (M)

12. Voice Presentation: Greetings

15. ConclusionConstantly revise/update the developed materials, reflect technology advancementsOnly possible to develop and implement in collaboration and with support of campus initiatives, instructional technology consultantsBL might result in higher student success rate by increasing motivation, access, and learning opportunities

16. Upcoming workshop