blended by design: designing and developing a blended course

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Blended by Design: Designing and Developing a Blended Course. Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edu. 5-Minute University. Program Overview. Format . Topics. Day 1: Blended learning overview and redesign Day 2: Community & Quality - PowerPoint PPT Presentation

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Blended Learning

Blended by Design: Designing and Developing a Blended CourseJennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edu

#5-Minute University

#V/5 minute university is about shallow learning where learners dont retain material, we want to focus on deeper learning via the blended learning model and various instructional strategies that support that2Program OverviewFormat Hands-on, curriculum (re)design workTeam/individual workBinder resourceshttp://ablendedmaricopa.pbworks.com/Evaluations & AssessmentsTopicsDay 1: Blended learning overview and redesignDay 2: Community & QualityDay 3: Blended & Instructional Technology

#3Learning ObjectivesDefine blended learning in higher education. Evaluate a blended courses strengths and weaknesses. Design a module for blended delivery utilizing a blended module design tool. Develop a plan for designing a blended course or redesigning an existing course as a blended course.

Explain the value of community in the blended course. Identify quality assurance principles and practices in a blended environment. Review and select instructional technology options for delivering blended courses.

#V4Today's AgendaOverview and Introduction to workshop & resourcesWhat is Blended and what does a blended course look like?Benefits of a blended courseNational & Local Data regarding Blended Learning

Course redesign strategiesBlooms Taxonomy and Six Innovative Course Redesign PracticesMapping your courseClose#

#Who are we? FacilitatorParticipantsBreak into pairs What is your signature teaching technique?Share

#Please think about this for a moment then connect with the person next to you, introduce yourself and share your signature move.7

Day 1:An Overview of Blended Learning and RedesignFace-to-FaceCourse#V/Process of designing the course9

Getting from A to B#V/Without a plan, selecting and implementing technology will result in a haphazard, arbitrary process that may or may not result in a better learning experience, but once instructional needs have been identified, the selection and implementation process will be more successful 10What is blended learning? #V11The 10 Blended QuestionsAs a Guide Throughout#V--handout12MotivationA way to meet Net Gen student expectationsAttractive alternative to Face2Face instructionA good match for the Net Gens visual, exploratory, participative learning preferencesUsually more work to design (at least at the beginning), but improved student engagement and achievementThe best of both worlds

#V13The Optimal ModelTeaching OpportunitiesAllows for many diverse solutions to course problemsEnables the incorporation of new types of interactive and independent learning activities Variety of online and in-class teaching strategiesLearn technologies while you learn your material Student EngagementPotential to increase and extend instructor-student and student-student connectivity Discussions started in class may be continued onlineStudents who rarely take part in class discussions are more likely to participate onlineIntegration of out-of- and in-class activities allows more effective use of traditional class time#VFaculty can teach using a variety of online and in-class teaching strategies, which make it possible to achieve course goals and objectives more effectively. The hybrid model allows faculty to develop solutions to course problems and to incorporate new types of interactive and independent learning activities that were not possible in traditional courses.14Faculty report that studentsLearned moreWrote better papersPerformed better on examsProduced higher quality projectsWere capable of more meaningful discussions on course materialWere better able to master concepts and apply what they have learned Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data

Source: University of Central Florida Data, 2007#VFaculty believe that their students learn more in the hybrid format than they do in traditional class sections. Instructors report that students write better papers, performed better on exams, produced higher quality projects, and were capable of more meaningful discussions on course material when reflecting online. Students are better able to master concepts and apply what they have learned compared to students in sections of their traditionally taught courses. Students may develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data. 15

#National data reportsThe Sloan Consortium

#V/National data for reports, student performance, activity level by discipline, online, Sloan-C17The Sloan-C DefinitionWhat is Sloan-C?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.Classroom attendance (seat time) is reduced.#Explain Sloan-C Consortium 18More on definitionsWhat you call it is not important; but a defined and consistent model isBlended learning as an optimized pedagogical approach, rather than an arbitrary time division between online and F2F

#specific weekday(s) for F2F attendance, online/f2f based on specific course content, f2f early in term, moving later to online19New Skills: Rethinking Course DesignTo develop a successful blended course instructors must Re-examine their course goals and objectives, Design online learning activities to meet these goals and objectives, and Effectively integrate the online activities with the face-to face meetingsMake transition from lectures and presentation to a more student-centered active learning

#New Skills: Rethinking the CourseFacilitate online discussions and small group activitiesNew forms of assessment of student Scheduling and communication challenges as courses meet online and face-to-faceWork overload for faculty and studentsStudents need understand their active role in the learning environment

#Instructors need to learn how to facilitate online discussions and small group activities, and re-examine traditional methods of assessment of student work to take into account the new learning environment. The hybrid environment also adds additional scheduling and communication challenges as courses meet both online and face-to-face. Instructors must also take care not to overload themselves and their students. Instructors must be prepared to help students understand their active role in the hybrid, assist students in keeping their work on time and on track, and be prepared to offer strategies for trouble-shooting new course technologies. 21Potential PitfallsFundamental change in teaching and learning Not just about the deliveryTime to redesignChanges in campus policiesReliance on technologyCourse and a half syndromeTraining and support

#Why (re)design into blended?Ensures your design facilitates your courseEngage students in dynamic and vital communitiesStudents take more responsibility for content and learningStudents learn through active participation and inquiry

Assessing the Role of Teaching Presence from the Learner Perspective Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education &http://net.educause.edu/ir/library/pdf/ELI07159.pdf. #23V/As opposed to design as you goHybrid teaching is not just a matter of transferring a portion of your traditional course to the Web. Instead it involves developing challenging and engaging online learning activities that complement your face-to-face activities. What types of learning activities do you think you will be using for the online portion of your course? -http://www4.uwm.edu/ltc/hybrid/6 5 - 4#6 Innovative Redesign PracticesCreating "Small" Within "Large" Undergraduate Learning Assistants (ULAs)Freshmen Dont Do Optional Modularization New Instructional RolesAvoiding Either/Or Choices

http://www.thencat.org/PlanRes/Innov_CrRedPractices.htm#5 Principles of Successful Course RedesignRedesign the whole course.Encourage active learning.Provide students with individualized assistance.Build in ongoing assessment and prompt feedback.Ensure sufficient time on task and monitor student progress.http://thencat.org/PlanRes/R2R_PrinCR.htm

#V/NCAT steps Fundamental change in teaching and learning Not just about the deliveryTime to redesignOver-reliance on technologyCourse and a half syndrome

264 Basic Redesign StepsIdentify course content for a moduleWrite learning objectives and develop instructional modulesSelect course (re) design strategies: determining which strategy is most appropriate for your courseIntegrate course content activities in classroom and online environments: determining what is best suited in either the online or classroom environment

#V/27Why Objectives?Clear statement of what students will be able to do when they are finished with an instructional componentFocuses on student performanceProvides structure: beginning, middle, and end

What are the core concepts your students must learn for each module?What do they need to know?What do they need to be able to do?What will they know as a result of my instruction?

#28VSupport Objectives byIntegrating learning technologies Classroom technologiesEmerging technologies Online resources Developing diverse assessment techniques Infusing active learning, interaction, and peer engagement

#29VWhy Modules?Easier to find course contentSupport consistencyAllows students to focus on content rather than formContent becomes manageable Prevents information overload7 +/-2 ruleSource: Blending In, March 2007#30V/ ID theory tries to chunk new material between - 5-9 items this is the most short term memory can handle. The 7 +/-2 relates to