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Next steps in blended learning, Presentation at University of Tampa


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Facilitated workshop and discussion for advanced hybrid instructors.

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Next steps in blended learning, Presentation at University of Tampa

  1. 1. Next steps: Perfecting the blend follow @tjoosten
  2. 2. UWM’s faculty development
  3. 3. • 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 online and blended teaching Pedagogy and more
  4. 4. Experience
  5. 5. F2F 1 3 hrs Online 1 F2F 2 3 hrs Online 2 F2F 3 3 hrs Showcase 3 hrs Post- Program Blended
  6. 6. Backwards design
  7. 7. Active learning
  8. 8. Practice-based
  9. 9. Next Steps: Five issues to address in “perfecting” the blend 1. “Course and a half” syndrome 2. Re-examining course goals and objectives 3. Building presence, enhancing connectivity, and building community 4. Community Building 5. Managing your time and staying organized
  10. 10. Breakout: Respond to Next Steps issues Respond to one of the five questions in a group at your table. In responding to your question, consider the elements of the question that you find intriguing, problematic or surprising? Post your responses to the questions at the following wiki space:
  11. 11. Question 1: “Course and a half” syndrome Now that you delivered your first blended course and have experienced course and a half, what strategies can one use to streamline the course and help manage instructor workload to avoid course and a half?
  12. 12. 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
  13. 13. Question 2: Re-examining course goals and objectives How can one identify and build upon the successful elements of learning objectives in the blended model? Specifically, was the learning environment (face-to- face or online) appropriate for the assigned activity and achievement of each learning objective? Did it provide the evidence or documentation that the learning objective was met?
  14. 14. Next Steps: Re-examining Goals & Objectives • What should students be able to do • Discipline-specific language, more active verbs: • compile, create, plan, articulate, revise, apply, design, analyze, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, judge, distinguish, compare/contrast, critique… • Usually NOT ‘think critically’, ‘know’, ‘understand’… • Assessment • F2F, online & integrated learning modules/exercises
  15. 15. Question 3: Building presence, enhancing connectivity, and building community Sometimes we can lose the connection and our ability as instructors to build presence in the mediated environment. Instructors need to develop skills and strategies to meet these needs in the blended format. What are some ways one can successfully enhance social presence and connectedness with students?
  16. 16. Next Steps: Presence, Connectivity, & Community • Social presence • Connection • Community of learners • Online relationships • Challenges • Community creation • Preparation • Trust • Responses • Socially intimate communication
  17. 17. Question 4: Community Building Many times when we introduce a mediated environment, we find out course design needed more opportunity for collaborative learning for students to engage students and assist them in building peer networks. Where can your course lends itself in assisting students in building community with other students? the instructor? and, the public?
  18. 18. 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
  19. 19. Question 5: Managing your time and staying organized Many students enroll in blended courses because of the flexibility associated with time shifting. At the same time, they may overbook their schedules 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?
  20. 20. Next Steps: Managing your time and staying organized • Course Scheduling: Manage time carefully • Explain and inform • Keep good records • Manage student expectations
  21. 21. follow @tjoosten Questions?