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Blended Teaching and LearningTanya Joosten, tjoosten@uwm.edu, @tjoostenDylan Barth, djbarth@uwm.edu, @dylanbarthAugust 15t...
Topics1.) Overview of UWM Blended Faculty DevelopmentProgram2.) Blended course demonstration3.) How to use the 10 question...
5.) Designing a blended learning module usingbackwards design6.) Integration strategies for blended7.) The next 5 question...
Defining blended for your campus
Blended course definition:A faculty perspective    Blended courses –•    Integrate online with traditional face-to-    fac...
Blended course definition:An Institutional Definition                  blended 1        blended 2        blended 3        ...
UWM‟s Institutional Definition
Blended course definitions: A Pedagogical Model
Activity: Blended definition   Why does your campus need to define blended?   Who needs to be involved in defining blended...
Blended Learning: Research Perspectives                 Sloan sponsored                 13 chapters                 Design...
CAT  What was one thing from the chapter  that you found  surprising, useful, disturbing <insert  adjective>  What is one ...
UW-MilwaukeeFaculty Development Program: Purpose | Format | Outcomes
Overall purpose or goals  Design, develop, teach, and advocate  for blended courses  A practical approach   ● Get started ...
Program format  Taught in a blended format and in multiple  formats during the academic year  Face-to-face meetings and on...
Schematic of Faculty Development Program              Out-of-class   Out-of-class   Out-of-class              assignment  ...
Program activities   Presentation, demonstration, small-   group activities, facilitator   feedback, peer feedback, online...
Six Main Program Outcomes1. Start of a redesigned course   ● Course redesign plan   ● Course syllabus   ● Learning modules...
Six Main Program Outcomes3.   Re-examine both face-to-face and online     component4.   Faculty know what to expect     ● ...
Course Redesign                                    Course Content        •     Ten questions                              ...
Redesigning your course using the 10questionsTanya JoostenLearning Technology CenterDepartment of CommunicationUniversity ...
Course details  Original course design   ● Organizational Communication, COMMUN310   ● Original Design: Night classes, 3 h...
What goes online?  Content Delivery   ● Acquire basic content (lecture and reading)   ● Assess understanding of basic cont...
Content delivery  What is the task?  What type of delivery is “best”?  What technology is available to me?  What skills do...
Lecture formats
Sample text lecture
Sample audio lecture
What lecture format did you prefer? Why?   I preferred the standard ppt w/ notes because that   was the easiest for me to ...
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 liste...
Audio introductions
What (else) goes online?  Content Delivery   ● Acquire basic content (lecture and reading)   ● Assess understanding of bas...
Sample discussion forum
Sample quiz
What goes face-to-face?  Decreases students‟ equivocality and uncertainty  Allow for instant feedback for understanding  P...
What goes online?  Building Learning Community   ● Online discussion questions   ● Group experiential learning activities ...
What goes online?  Summative Assessment   ● Assess achievement of learning objectives for course     (midterm and final ex...
Sample Module   Wednesday                           SundayWeek 1          F2F Class                           -Individual ...
Recap: What goes online? f2f?  Content Delivery            Decreases students‟   ● Acquire basic content    equivocality a...
Keys to a successful transformation  TIP 1: Avoid course and a half  TIP 2: Promote online learning community  Tip 3: Plan...
10 questions discussion
Activity: What Goes Online? F2F?
Designing a learning module usingbackwards designLearning Technology CenterUniversity of Wisconsin-Milwaukee
Backward Design  Introduced by Wiggins and McTighe in  Understanding by Design (2005)  Instructors begin with learning goa...
Key Questions in Backward Design  What do you want your students to do  (not just know)?  What evidence will you accept th...
What‟s in a Learning Module?   A chunk of content   A learning activity   A mode of assessing student work
Module 2 Learning Objectives  By the end of this module, students  should be able to:   ● Describe the qualities of four d...
Module 2 Content for ENG 102  Davis and Shadle‟s “‟Building a Mystery‟:  Writing and the Academic Act of Seeking”  Lecture...
Module 2 Activities for ENG 102  Quiz over readings to demonstrate mastery  of terms and ideas  In-class and online discus...
Module 2 Assessment for ENG 102  Automated, quantitative feedback on  quizzes  Holistic, overall feedback and quantifiable...
Activity: Respond to Next Steps issuesRespond to one of the five questions in a group at yourtable. In responding to your ...
Next Steps: Five issues to address in“perfecting” the blend  “Course and a half” syndrome  Re-examining course goals and o...
Question 1: “Course and a half” syndromeNow that you delivered your first blendedcourse and have experienced course and ah...
Next Steps: “Course and a half” syndrome  Focus on learning objectives and outcomes  Take advantage of LMS reporting featu...
Question 2: Re-examining course goals andobjectivesHow can one identify and build upon the successfulelements of learning ...
Next Steps: Re-examining Goals & Objectives   F2F, online & integrated learning modules/exercises   What should students b...
Question 3: Building presence, enhancingconnectivity, and building communitySometimes we can lose the connection and our a...
Next Steps: Presence, Connectivity, & Community   Social presence   ● Connection   ● Community of learners   Online relati...
Question 4: Community BuildingMany times when we introduce a mediatedenvironment, we find out course design needed moreopp...
Next Steps: Community Building   Don‟t forget the basics   Unlike a F2F course, instructor must encourage and   manage com...
Question 5: Managing your time and stayingorganizedMany students enroll in blended courses because of the flexibilityassoc...
Next Steps: Managing your time and stayingorganized   Course Scheduling: Manage time carefully   Explain and inform   Keep...
Course evaluationLearning Technology CenterUniversity of Wisconsin-Milwaukee
Why is evaluation particularly importantfor blended and online courses?  The experimental mood: blended and online courses...
What tools can be used to evaluate ablended or online course?  Evaluation checklist  Evaluation can involve  yourself, col...
What do we want to evaluate?  Learner Support  Course Organization and Design  Instructional Design and Delivery  Integrat...
Learner support  Not a significant issue in traditional face-  to-face courses  Student self-assessment: is s/he likely to...
Course organization and design  A basic syllabus affords a contract  between instructor and students  The use of modules t...
Instructional design and delivery  A relationship between learning  objectives and learning activities  A progression towa...
Integration of face-to-face andonline work (blended only)  If course redesign is not completely thought  through, there is...
Student assessment  The online environment lends itself to  frequent, low-stakes assessment with ample  feedback  Traditio...
Student feedback  Like student assessment: frequent, low-  stakes, and information-rich  The simple “reality check” is an ...
Ensuring quality on campusBlended faculty development programCertificate in blended teachingLazirko awardUsers groupProgra...
Blended teaching and learning
Blended teaching and learning
Blended teaching and learning
Blended teaching and learning
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Blended teaching and learning

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Train-the-trainer workshop on blended learning for UW Madison. August 15th, 2012

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Blended teaching and learning

  1. 1. Blended Teaching and LearningTanya Joosten, tjoosten@uwm.edu, @tjoostenDylan Barth, djbarth@uwm.edu, @dylanbarthAugust 15th, 2012
  2. 2. Topics1.) Overview of UWM Blended Faculty DevelopmentProgram2.) Blended course demonstration3.) How to use the 10 questions in faculty development4.) What goes online and what goes f2f discussion
  3. 3. 5.) Designing a blended learning module usingbackwards design6.) Integration strategies for blended7.) The next 5 questions activity (new from Sloan-CBlended)8.) Lifecycle of course evaluation, including tools(checklist and eval handbook)
  4. 4. Defining blended for your campus
  5. 5. Blended course definition:A faculty perspective Blended courses –• Integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and• Replace a portion (institutionally defined) of face-to-face time by online activity (2005 Sloan-C Workshop on Blended Learning)
  6. 6. Blended course definition:An Institutional Definition blended 1 blended 2 blended 3 21 - 50% 51 - 80% 81 - 99% Online with Online with Online with commensurate commensurate commensurate reduction reduction reduction in seat time in seat time in seat time Web-enhanced blended Online 0 - 20% 21 - 99% 100%
  7. 7. UWM‟s Institutional Definition
  8. 8. Blended course definitions: A Pedagogical Model
  9. 9. Activity: Blended definition Why does your campus need to define blended? Who needs to be involved in defining blended for your campus? What is blended? How is it different from face-to- face? Online? others? Where will the definition live?
  10. 10. 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
  11. 11. CAT What was one thing from the chapter that you found surprising, useful, disturbing <insert adjective> What is one area where you feel you will need to spend the most time in preparing your new role?
  12. 12. UW-MilwaukeeFaculty Development Program: Purpose | Format | Outcomes
  13. 13. Overall purpose or goals Design, develop, teach, and advocate for blended courses A practical approach ● Get started ● Redesign course ● Develop course material ● Acquire teaching skills
  14. 14. Program format Taught in a blended format and in multiple formats during the academic year Face-to-face meetings and online assignments ● Model good blended practices ● Experience blended course as a student ● Effective teaching model Experienced blended teachers are program facilitators
  15. 15. Schematic of Faculty Development Program Out-of-class Out-of-class Out-of-class assignment assignment activity and and and discussion discussion discussion (learning (assessment (syllabus) Friday module) plan) Friday 1st Wednesday Sunday Wednesday 2nd face-to- face-to- face face session session
  16. 16. Program activities Presentation, demonstration, small- group activities, facilitator feedback, peer feedback, online discussion, consultation Emphasis on faculty “active learning” ● Discussing ● Questioning ● Developing
  17. 17. Six Main Program Outcomes1. Start of a redesigned course ● Course redesign plan ● Course syllabus ● Learning modules2. New teaching skills and knowledge ● Building a learning community ● Assessment of student learning
  18. 18. Six Main Program Outcomes3. Re-examine both face-to-face and online component4. Faculty know what to expect ● Student expectations ● Technology issues ● Teaching challenges5. Faculty get their questions answered6. Faculty make an early start on course development
  19. 19. Course Redesign Course Content • Ten questions • Decision rubric for • Online vs. F2F - Integration content choices • Designing learning modules • Learning objects Course Evaluation Online Learning Community• Progressive/summative Transitioning to• Before, during, and after • Synchronous/asynchronous blended • Establishing voice• Self evaluation• Peer evaluation Teaching • Discussion forums• Student evaluation • Small groups Course Management Assessment Plan Helping Your • Staying organized Students • Rubrics • Managing workload • CATs • Avoiding course and a half • Managing expectations • Templates • Time management • Traditional formats • Technology support
  20. 20. Redesigning your course using the 10questionsTanya JoostenLearning Technology CenterDepartment of CommunicationUniversity of Wisconsin-Milwaukee
  21. 21. Course details Original course design ● Organizational Communication, COMMUN310 ● 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, 45% online, 55% F2F
  22. 22. What goes online? Content Delivery ● Acquire basic content (lecture and reading) ● Assess understanding of basic content (discussion forums, rubrics, and quizzes)
  23. 23. Content delivery What is the task? What type of delivery is “best”? What technology is available to me? What skills do I have?
  24. 24. Lecture formats
  25. 25. Sample text lecture
  26. 26. Sample audio lecture
  27. 27. 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 dont 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.
  28. 28. 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‟thave the time or access to sit through a lecture on acomputer. But we could all work reading a reallygood powerpoint through into our schedules.
  29. 29. Audio introductions
  30. 30. What (else) goes online? Content Delivery ● Acquire basic content (lecture and reading) ● Assess understanding of basic content (discussion forums, rubrics, and quizzes)
  31. 31. Sample discussion forum
  32. 32. Sample quiz
  33. 33. What goes face-to-face? Decreases students‟ equivocality and uncertainty Allow for instant feedback for understanding Provide opportunity for higher order learning Presentations of group work done outside of class
  34. 34. What goes online? Building Learning Community ● Online discussion questions ● Group experiential learning activities (virtual labs)
  35. 35. What goes online? Summative Assessment ● Assess achievement of learning objectives for course (midterm and final exams)
  36. 36. Sample Module Wednesday SundayWeek 1 F2F Class -Individual project task -Agenda posted due -Reading/lecture available onlineWeek 2 Online Class -Discussion responses -Discussion due post dueWeek 3 -Complete Weekly Quiz prior to -Group project task due class F2F Class -Targeted discussion from quiz results and discussion forum
  37. 37. Recap: What goes online? f2f? Content Delivery Decreases students‟ ● Acquire basic content equivocality and ● Assess understanding uncertainty of basic content Allow for instant feedback Building Learning for understanding Community ● Online discussions and Provide opportunity for group activities higher order learning Presentations of group Summative Assessment work done outside of class ● Assess achievement of learning objectives
  38. 38. Keys to a successful transformation TIP 1: Avoid course and a half TIP 2: Promote online learning community Tip 3: Plan for integration. Tip 4: Don‟t feel that you have to follow the traditional f2f scheduling format. Tip 5: Assess both mediums, online and f2f. Tip 6: Manage student expectations
  39. 39. 10 questions discussion
  40. 40. Activity: What Goes Online? F2F?
  41. 41. Designing a learning module usingbackwards designLearning Technology CenterUniversity of Wisconsin-Milwaukee
  42. 42. Backward Design Introduced by Wiggins and McTighe in Understanding by Design (2005) Instructors begin with learning goals and outcomes rather than activities Effective in online and blended courses because students need more structure
  43. 43. 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?
  44. 44. What‟s in a Learning Module? A chunk of content A learning activity A mode of assessing student work
  45. 45. Module 2 Learning Objectives By the end of this module, students should be able to: ● Describe the qualities of four different academic research models ● Develop an effective research proposal for a ten-page academic research paper
  46. 46. Module 2 Content for ENG 102 Davis and Shadle‟s “‟Building a Mystery‟: Writing and the Academic Act of Seeking” Lecture outlining strategies for developing an effective research question
  47. 47. Module 2 Activities for ENG 102 Quiz over readings to demonstrate mastery of terms and ideas In-class and online discussions to examine research models and proposal-writing strategies Reflective journal entry focusing on “topics” Formal essay that proposes and justifies a research question
  48. 48. Module 2 Assessment for ENG 102 Automated, quantitative feedback on quizzes Holistic, overall feedback and quantifiable rubric assessment on discussions Individual, end-comment feedback on reflective journal entries Individual, end-comment feedback on research proposal
  49. 49. Activity: Respond to Next Steps issuesRespond to one of the five questions in a group at yourtable. In responding to your question, consider the elementsof the question that you find intriguing, problematic orsurprising?Post your responses to the questions at the following wikispace: http://blend12nextquestions.wikispaces.com/
  50. 50. 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
  51. 51. Question 1: “Course and a half” syndromeNow that you delivered your first blendedcourse and have experienced course and ahalf, what strategies can one use to streamlinethe course and help manage instructorworkload to avoid course and a half?
  52. 52. Next Steps: “Course and a half” syndrome Focus on learning objectives and outcomes Take advantage of LMS reporting features Seek help or feedback from colleagues Cut approximately 20% of your course Join or create a community of instructors Keep teaching logs for reflective practice Use progressive and summative evaluation
  53. 53. Question 2: Re-examining course goals andobjectivesHow can one identify and build upon the successfulelements of learning objectives in the blended model?Specifically, was the learning environment (face-to-faceor online) appropriate for the assigned activity andachievement of each learning objective?Did it provide the evidence or documentation that thelearning objective was met?
  54. 54. Next Steps: Re-examining Goals & Objectives F2F, online & integrated learning modules/exercises What should students be able to do Assessment Discipline-specific language, more active verbs: ● compile, create, plan, articulate, revise, apply, design, analyze, select, utilize, ap ply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, com pare, rate, judge, distinguish, compare/contrast, critique… Usually NOT „think critically‟, „know‟, „understand‟… A good test: If it could apply to any learning module/exercise, it might be an essential learning outcome (i.e., revise the objective!)
  55. 55. Question 3: Building presence, enhancingconnectivity, and building communitySometimes we can lose the connection and our abilityas instructors to build presence in the mediatedenvironment. Instructors need to develop skills andstrategies to meet these needs in the blended format.What are some ways one can successfully enhancesocial presence and connectedness with students?
  56. 56. Next Steps: Presence, Connectivity, & Community Social presence ● Connection ● Community of learners Online relationships ● Challenges ● Community creation Preparation ● Trust ● Responses ● Socially intimate communication
  57. 57. Question 4: Community BuildingMany times when we introduce a mediatedenvironment, we find out course design needed moreopportunity for collaborative learning for students toengage students and assist them in building peernetworks.Where can your course lends itself in assisting studentsin building community with other students? theinstructor? and, the public?
  58. 58. Next Steps: Community Building Don‟t forget the basics Unlike a F2F course, instructor must encourage and manage community building Comfort with the technology and delivery model increases community building Collaborative learning opportunities increases online community Active learning strategies increases online community Bridge course work with extra-curricular Build-in synchronous opportunities for peer interaction and group work
  59. 59. Question 5: Managing your time and stayingorganizedMany students enroll in blended courses because of the flexibilityassociated with time shifting. At the same time, they may overbook theirschedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in- and out-of-class time effectively? What effective instructional strategies can one employ to help students stay on track? Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?
  60. 60. Next Steps: Managing your time and stayingorganized Course Scheduling: Manage time carefully Explain and inform Keep good records Manage student expectations
  61. 61. Course evaluationLearning Technology CenterUniversity of Wisconsin-Milwaukee
  62. 62. Why is evaluation particularly importantfor blended and online courses? The experimental mood: blended and online courses are different than face-to-face Ideally, “experiment” ensures that we come as novices to the blended or online course structure Pedagogical experiment argues that we demonstrate academic rigor in the online environment Progressive evaluation permits making changes throughout course – before, during and after the course is offered
  63. 63. What tools can be used to evaluate ablended or online course? Evaluation checklist Evaluation can involve yourself, colleagues, or students
  64. 64. What do we want to evaluate? Learner Support Course Organization and Design Instructional Design and Delivery Integration of Face-to-Face and Online Activities (blended only) Student Assessment Student Feedback
  65. 65. Learner support Not a significant issue in traditional face- to-face courses Student self-assessment: is s/he likely to succeed as an online or blended learner? Acquiring the technical skills and requisites Knowing what to do when troubles arise
  66. 66. Course organization and design A basic syllabus affords a contract between instructor and students The use of modules to organize course activity is more pronounced in online and blended courses The course Web site is a visual representation of the learning goals and activities
  67. 67. Instructional design and delivery A relationship between learning objectives and learning activities A progression towards critical thinking Ongoing efforts to develop an online learning community of peers
  68. 68. Integration of face-to-face andonline work (blended only) If course redesign is not completely thought through, there is a tendency to favor the face-to-face over the online. Running two modes of instruction parallel and independently is a sure recipe for the course-and-a-half syndrome Each form of learning must affect -- extend, elaborate, intensify – the other
  69. 69. Student assessment The online environment lends itself to frequent, low-stakes assessment with ample feedback Traditional forms of assessment offer little information about the learning taking (or not taking) place Rubrics help both instructor and student apply abstract knowledge to disciplinary practice
  70. 70. Student feedback Like student assessment: frequent, low- stakes, and information-rich The simple “reality check” is an extremely valuable tool The students find their voices within the course The community of learners benefits from a give and take between instructor and students
  71. 71. Ensuring quality on campusBlended faculty development programCertificate in blended teachingLazirko awardUsers groupProgram council

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