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Designing a Blended Course Dr. Jennifer Spink Strickland PVCC Instructional Technology *note: this presentation uses Turni...
Which best applies to you <ul><li>I am currently teaching a blended course </li></ul><ul><li>This past academic year I tau...
Blended at my college <ul><li>Is clearly defined </li></ul><ul><li>Is up to me to decide </li></ul><ul><li>Is defined but ...
Objectives <ul><li>To differentiate between online, blended and web-enhanced delivery formats  </li></ul><ul><li>To be abl...
Definitions Blended What is blended learning?
Sloan-C Definition <ul><li>Blended learning courses combine online and classroom learning activities and resources in an o...
What’s In a Name? <ul><li>What you call it is not important; but a  defined  and  consistent  model is </li></ul><ul><li>B...
Myth question <ul><li>True </li></ul><ul><li>False </li></ul>“ Blended learning = reduce classroom time therefore: Blended...
Benefits <ul><li>Increased connectedness with students  </li></ul><ul><li>Communicate both online and face-to-face </li></...
More Benefits <ul><li>Discussions started in class are continued online </li></ul><ul><li>Integration of out-of- and in-cl...
Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>As I prepare for my Blended, some things clearly can be done ...
Faculty Report <ul><li>Learn more in blended format </li></ul><ul><li>Write better papers, performed better on exams, prod...
As well as… <ul><li>Are better able to master concepts and apply what they have learned  </li></ul><ul><li>Develop higher-...
Transform Pedagogy <ul><li>Lead to using more participatory and student-centered learning activities </li></ul><ul><li>Tra...
Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>Faculty have reported that Blended, if designed well, is the ...
To Begin <ul><li>Objectives affect the design & content of your course </li></ul>
Questions to answer <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><li>What do...
Objectives <ul><li>Objectives should be clearly stated and easy for students to understand </li></ul><ul><li>Objectives sh...
Redesign Process <ul><li>Re-examine course goals and objectives  </li></ul><ul><li>Design learning activities to meet thes...
Consider <ul><li>Make transition from lectures and presentation to a more student-centered active learning </li></ul><ul><...
Redesign Work <ul><li>Defining the blend </li></ul><ul><li>Rethinking how to use class time </li></ul><ul><li>Rethinking h...
Cautions <ul><li>Scheduling and communication challenges as courses meet online and face-to-face </li></ul><ul><li>Work ov...
Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>Preparing a Blended course from my face to face course will t...
Modules <ul><li>Course content broken down into “chunks”  </li></ul><ul><li>Course structure in a repetitive manner allowi...
Example Module
Example Blended Courses <ul><li>English Composition </li></ul><ul><li>General Psychology </li></ul><ul><li>Computer Progra...
Think, Pair, Share <ul><li>What is your signature teaching technique? </li></ul><ul><li>How can you replicate that online?...
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MCLI T&L with Tech Conf 2008

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MCLI T&L with Tech Conf 2008

  1. 1. Designing a Blended Course Dr. Jennifer Spink Strickland PVCC Instructional Technology *note: this presentation uses Turning Technologies Student Response Systems
  2. 2. Which best applies to you <ul><li>I am currently teaching a blended course </li></ul><ul><li>This past academic year I taught a blended course </li></ul><ul><li>I plan to teach a blended course within the next academic calendar </li></ul><ul><li>I’m curious </li></ul><ul><li>Other </li></ul>
  3. 3. Blended at my college <ul><li>Is clearly defined </li></ul><ul><li>Is up to me to decide </li></ul><ul><li>Is defined but not clearly communicated or agreed upon </li></ul><ul><li>I don’t really know </li></ul><ul><li>None of the above </li></ul>
  4. 4. Objectives <ul><li>To differentiate between online, blended and web-enhanced delivery formats </li></ul><ul><li>To be able to define blended learning </li></ul><ul><li>Describe strengths of Blended format </li></ul><ul><li>Identify strategies for designing online for a Blended Format </li></ul><ul><li>Locate valuable resources </li></ul><ul><li>Define a module structure </li></ul><ul><li>Describe “the blend” </li></ul>
  5. 5. Definitions Blended What is blended learning?
  6. 6. Sloan-C Definition <ul><li>Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues. </li></ul><ul><li>Classroom attendance (“seat time”) is reduced . </li></ul><ul><li>Who is Sloan-C ? </li></ul>
  7. 7. What’s In a Name? <ul><li>What you call it is not important; but a defined and consistent model is </li></ul><ul><li>Blended learning is an optimized pedagogical approach </li></ul><ul><li>It is not, an arbitrary time division between online and F2F </li></ul>
  8. 8. Myth question <ul><li>True </li></ul><ul><li>False </li></ul>“ Blended learning = reduce classroom time therefore: Blended learning is half the work”
  9. 9. Benefits <ul><li>Increased connectedness with students </li></ul><ul><li>Communicate both online and face-to-face </li></ul><ul><li>Potential to increase and extend instructor-student and student-student connectivity </li></ul>
  10. 10. More Benefits <ul><li>Discussions started in class are continued online </li></ul><ul><li>Integration of out-of- and in-class activities allows more effective use of traditional class time </li></ul><ul><li>Students who rarely take part in class discussions are more likely to participate online </li></ul>
  11. 11. Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>As I prepare for my Blended, some things clearly can be done online therefore, I can simply move half of “my stuff” online and be done with it.
  12. 12. Faculty Report <ul><li>Learn more in blended format </li></ul><ul><li>Write better papers, performed better on exams, produced higher quality projects, and were capable of more meaningful discussions on course material when reflecting online </li></ul>
  13. 13. As well as… <ul><li>Are better able to master concepts and apply what they have learned </li></ul><ul><li>Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data </li></ul>
  14. 14. Transform Pedagogy <ul><li>Lead to using more participatory and student-centered learning activities </li></ul><ul><li>Transform the teacher-student relationship to be more centered on student learning </li></ul><ul><li>Transform the instructor role to be more facilitative and learner-centered </li></ul>
  15. 15. Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>Faculty have reported that Blended, if designed well, is the “best of both worlds”.
  16. 16. To Begin <ul><li>Objectives affect the design & content of your course </li></ul>
  17. 17. Questions to answer <ul><li>What are the core concepts your students must learn for each module? </li></ul><ul><li>What do they need to know? </li></ul><ul><li>What do they need to be able to do? </li></ul><ul><li>What will they know as a result of my instruction? </li></ul>
  18. 18. Objectives <ul><li>Objectives should be clearly stated and easy for students to understand </li></ul><ul><li>Objectives should include content mastery skills and critical thinking skills </li></ul>
  19. 19. Redesign Process <ul><li>Re-examine course goals and objectives </li></ul><ul><li>Design learning activities to meet these goals and objectives </li></ul><ul><li>Effectively integrate the activities within the online and face-to face meetings </li></ul><ul><li>Ensure a transition between the two is logical and clear </li></ul>
  20. 20. Consider <ul><li>Make transition from lectures and presentation to a more student-centered active learning </li></ul><ul><li>Facilitate online discussions and small group activities </li></ul><ul><li>New forms of assessment of student </li></ul>
  21. 21. Redesign Work <ul><li>Defining the blend </li></ul><ul><li>Rethinking how to use class time </li></ul><ul><li>Rethinking how to facilitate online interaction </li></ul><ul><li>Learn more about technology </li></ul><ul><li>Budgeting time and starting redesign </li></ul>
  22. 22. Cautions <ul><li>Scheduling and communication challenges as courses meet online and face-to-face </li></ul><ul><li>Work overload for faculty and students </li></ul><ul><li>Students need understand their active role in the learning environment </li></ul>
  23. 23. Myth Question <ul><li>True </li></ul><ul><li>False </li></ul>Preparing a Blended course from my face to face course will take no time at all. Most of it is already there!
  24. 24. Modules <ul><li>Course content broken down into “chunks” </li></ul><ul><li>Course structure in a repetitive manner allowing for easy navigation </li></ul><ul><li>Content organized in conceptually related blocks </li></ul><ul><li>Consistent, logical, clear, common sense, apply past experience, let the content control the chunks </li></ul>Source: Blending In, March 2007
  25. 25. Example Module
  26. 26. Example Blended Courses <ul><li>English Composition </li></ul><ul><li>General Psychology </li></ul><ul><li>Computer Programming </li></ul><ul><li>Elementary Statistics </li></ul><ul><li>Introductory Spanish </li></ul><ul><li>Others </li></ul>
  27. 27. Think, Pair, Share <ul><li>What is your signature teaching technique? </li></ul><ul><li>How can you replicate that online? </li></ul><ul><li>What technologies can assist you in accomplishing this? </li></ul>

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