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Redesigningand teaching ablended courseTanya Joosten, @tjoosten, tanyajoosten.comLearning Technology Center, LTC.uwm.eduDe...
Resourceshttp://professorjoosten.blogspot.comsearch “blended”http://slideshare.net/tjoosten
blendedlearningisgrowing
What isblended?
“Hybrid (blended) courses arecourses in which a significantportion of the learning activitieshave been moved online, and t...
Blended learning:1) courses that integrate onlinewith traditional face-to-face classactivities in aplanned, pedagogically ...
What isblended for us?
Blended courses are courses where20% or more of the traditionalface-to-face classroom time isreplaced by online assignment...
Why teachblended?
How to designfor blended?
• Ten questions• Online vs. F2F - Integration• Designing learning modules• Decision rubric forcontent choices• Learning ob...
The 10 questions1. As you think about your course redesign, which of your courseobjectives might be met more successfully ...
My blended course redesign• Original course design– Organizational Communication, COM 310– Original Design: Night classes,...
Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 On...
What goes online?• Content delivery– Acquire basic content (lecture and reading)– Assess understanding of basic content(qu...
Content delivery• What type of delivery is “best”?• What medium does the task require?• What technology is available to me...
Lecture formats
Sample text only lecture
Sample audio lecture
What lecture format did you prefer? Why?• I preferred the standard ppt w/ notes becausethat was the easiest for me to acce...
• I can go at my own pace and re-read things I needto, otherwise skim things I dont need certain depthon.• so you had to l...
Audio introductions
What goes online?• Content Delivery– Acquire basic content (lecture and reading)– Assess understanding of basic content (d...
Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 On...
Sample quiz stats
What goes face-to-face?Integrate activities that require a rich, f2f communication– Decreases students’ equivocality and u...
Address weaknesses in learning
What goes online?• Building Learning Community– Online discussion questions– Group experiential learning activities (virtu...
Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 On...
Tips• Course and a Half– Use Backward Design• Integration– Plan for it!• Student Support– Manage expectations and encourag...
Avoiding “Course and a Half”• Backward Design– What should students know, understand, and be ableto do?– What will I accep...
Plan using backwards designIdentify Desired Results (DO):• Be able to analyze and critiquedecision making processesAccepta...
Plan an Integration Strategy
Support your students
Blended Learning: Research Perspectives• Sloan sponsored• 13 chapters• Designing and deliveringhybrid courses, studentinte...
Next Steps: Five issues to address in“perfecting” the blend• “Course and a half” syndrome• Re-examining course goals and o...
Get it!
Connect w/me• tjoosten@uwm.edu• twitter.com/tjoosten• linkedin.com/in/tjoosten• facebook.com/tjoosten• juice.gyoza@gmail.c...
Any questions??
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
Redesigning and teaching a blended course
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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. 1. Redesigningand teaching ablended courseTanya Joosten, @tjoosten, tanyajoosten.comLearning Technology Center, LTC.uwm.eduDepartment of CommunicationUniversity of Wisconsin-Milwaukee
  2. 2. Resourceshttp://professorjoosten.blogspot.comsearch “blended”http://slideshare.net/tjoosten
  3. 3. blendedlearningisgrowing
  4. 4. What isblended?
  5. 5. “Hybrid (blended) courses arecourses in which a significantportion of the learning activitieshave been moved online, and timetraditionally spent in the classroomis reduced but not eliminated”(Aycock, Garnham, andKaleta, March, 2002, para. 1).
  6. 6. Blended learning:1) courses that integrate onlinewith traditional face-to-face classactivities in aplanned, pedagogically valuablemanner; and,2) where a portion (institutionallydefined) of face-to-face time isreplaced by online activity(Picciano, 2006, p. 97).
  7. 7. What isblended for us?
  8. 8. Blended courses are courses where20% or more of the traditionalface-to-face classroom time isreplaced by online assignmentsand activities.
  9. 9. Why teachblended?
  10. 10. How to designfor blended?
  11. 11. • Ten questions• Online vs. F2F - Integration• Designing learning modules• Decision rubric forcontent choices• Learning objectsCourse Content• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluationCourse Evaluation• Rubrics• CATs• Templates• Traditional formatsAssessment Plan• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groupsOnline Learning Community• Managing expectations• Time management• Technology supportHelping Your Students• Staying organized• Managing workload• Avoiding course and a halfCourse ManagementCourse RedesignTransitioning toblended teaching
  12. 12. The 10 questions1. As you think about your course redesign, which of your courseobjectives might be met more successfully online than in a traditional face-to-face classroom? In consequence, what new learning activities do you thinkyou might introduce into your course?2. Since you will be reducing “seat time” partially or wholly in yourcourse, you need to identify alternative ways to deliver course content. Thinkabout a specific topic that you usually present to your face-to-face class. Howmight you make that portion of your course content available online?3. Traditional testing is not the only way to assess your students’ work inan online environment. What other means of assessing or documentingstudent learning might you decide to use online?…see professorjoosten.blogspot.com for the full 10 questions or visithybrid.uwm.edu
  13. 13. 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
  14. 14. Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 Online Class-Discussionpost due-Discussion responses dueWeek 3 -Complete Weekly Quiz prior toclassF2F Class-Targeted discussion from quizresults and discussion forum-Group project task due
  15. 15. 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
  16. 16. 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?
  17. 17. Lecture formats
  18. 18. Sample text only lecture
  19. 19. Sample audio lecture
  20. 20. What lecture format did you prefer? Why?• I preferred the standard ppt w/ notes becausethat was the easiest for me to access from myhome computer and was the easiest to printout.• I chose ppt form as dont need to be online allthe time. And I can study the slides whenever iwant to. It also has the option ofoutlines, which helps in studying.
  21. 21. • I can go at my own pace and re-read things I needto, otherwise skim things I dont need certain depthon.• so you had to listen to the powerpoints andsometimes people just didn’t have the time, butcould read them thoroughly and reference thembetter…we are online classes because we don’t havethe time or access to sit through a lecture on acomputer. But we could all work reading a reallygood powerpoint through into our schedules.
  22. 22. Audio introductions
  23. 23. What goes online?• Content Delivery– Acquire basic content (lecture and reading)– Assess understanding of basic content (discussion forums, rubrics,and quizzes)
  24. 24. Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 Online Class-Discussionpost due-Discussion responses dueWeek 3 -Complete Weekly Quiz prior toclassF2F Class-Targeted discussion from quizresults and discussion forum-Group project task due
  25. 25. Sample quiz stats
  26. 26. What goes face-to-face?Integrate activities that require a rich, f2f communication– Decreases students’ equivocality and uncertainty aboutcourse 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
  27. 27. Address weaknesses in learning
  28. 28. 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 andfinal exams)
  29. 29. Sample Module Wednesday SundayWeek 1 F2F Class-Agenda posted-Reading available online-Individual project task dueWeek 2 Online Class-Discussionpost due-Discussion responses dueWeek 3 -Complete Weekly Quiz prior toclassF2F Class-Targeted discussion from quizresults and discussion forum-Group project task due
  30. 30. Tips• Course and a Half– Use Backward Design• Integration– Plan for it!• Student Support– Manage expectations and encourage contact
  31. 31. Avoiding “Course and a Half”• Backward Design– What should students know, understand, and be ableto do?– What will I accept as evidence of studentunderstanding and proficiency?– What activities will allow students to achieve thisutilizing the online and/or the f2f environments?
  32. 32. Plan using backwards designIdentify Desired Results (DO):• Be able to analyze and critiquedecision making processesAcceptable Evidence:• Accurate written application of theoryfrom the content given a decisionmaking situation in determining whatwas effective and what was ineffectivein the decision making process.Learning Experience:• Students view video clips from Apollo13• Students post analysis that integratesconcepts from reading and lecture
  33. 33. Plan an Integration Strategy
  34. 34. Support your students
  35. 35. Blended Learning: Research Perspectives• Sloan sponsored• 13 chapters• Designing and deliveringhybrid courses, studentinteraction and studentsatisfaction, strategies fortraining and preparingfaculty and other relatedtopics.• http://www.sloanconsortium.org/node/921
  36. 36. 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, andbuilding community• Community Building• Managing your time and staying organized• http://blend12nextquestions.wikispaces.com/
  37. 37. Get it!
  38. 38. 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
  39. 39. Any questions??

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