blended by design: designing and developing a blended course jennifer strickland, phd,...
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Blended by Design: Designing and Developing a Blended Course Jennifer Strickland, PhD, firstname.lastname@example.org@mcmail.maricopa.edu 1 Slide 2 Day 2 Course redesign and engagement 2 Slide 3 Objectives Continue with the module design process Describe instructional design techniques used to organize content Identify course activities suited to the online or classroom environment Review some classroom technologies Explore strategies and techniques to infuse student- student and instructor- student interaction and engagement 3 Slide 4 Why (re)design into blended? Ensures your design facilitates your course Engage students in dynamic and vital communities Students take more responsibility for content and learning Students 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.Blended Learning and Course Redesign in Higher Educationhttp://net.educause.edu/ir/library/pdf/ELI07159.pdf Slide 5 Mapping Your Course, Part II Give us a quick overview of how your face to face course maps out What do you think will translate most easily? What do you think will be most difficult to translate? 5 Slide 6 5 Principles of Successful Course Redesign 1.Redesign the whole course. 2.Encourage active learning. 3.Provide students with individualized assistance. 4.Build in ongoing assessment and prompt feedback. 5.Ensure sufficient time on task and monitor student progress. http://thencat.org/PlanRes/R2R_PrinCR.htm Slide 7 4 Basic Redesign Steps 1.Identify course content for a module 2.Write learning objectives and develop instructional modules 3.Select course (re) design strategies: determining which strategy is most appropriate for your course 4.Integrate course content activities in classroom and online environments: determining what is best suited in either the online or classroom environment Slide 8 Why Objectives? Clear statement of what students will be able to do when they are finished with an instructional component Focuses on student performance Provides 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? Slide 9 Support Objectives by Integrating learning technologies Classroom technologies Emerging technologies Online resources Developing diverse assessment techniques Infusing active learning, interaction, and peer engagement Slide 10 Why Modules? Easier to find course content Support consistency Allows students to focus on content rather than form Content becomes manageable Prevents information overload 7 +/-2 rule Source: Blending In, March 2007 Slide 11 Meeting Objectives Source: Blending In, March 2007 Objectives Learning Activities Instructional Strategies Assessment Techniques Slide 12 Course Organization Dates Topic Readings Section Unit Module Slide 13 The Organization Course content broken down into chunks Course structure in a repetitive manner allowing for easy navigation Content organized in conceptually related blocks Consistent, logical, clear, common sense, apply past experience, let the content set the chunks Source: Blending In, March 2007 Slide 14 Mapping Your Course Part II In your chunk or module What does the instructor do? What does the learner do? What can stay in the classroom? What can happen online? What is the relationship between the two? Apply Blooms levels Slide 15 Building Community among Students 15 Slide 16 What makes a successful community? Individuals feel safe Get questions answered Have conversations Get resources/information Support Friendship Produce a product Individual and shared identities 16 Slide 17 Jane Livingston, 2006, Building Community in a Blended Course, Educause 17 Slide 18 Building Community Start early Make it relevant Identify connections Create opportunities for engagement Encourage participation 18 Slide 19 Collaboration Benefits Passive to interactive Increase retention of class materials Develops critical thinking skills Knowledge construction Builds community Team building Interpersonal skills Importance of emphasizing the relationship of interactive activities to content 19 Slide 20 Power Law of Participation Ross Mayfield: http://ross.typepad.com/blog/2006/04/power_law_of_pa.htmlhttp://ross.typepad.com/blog/2006/04/power_law_of_pa.html 20 Slide 21 In Class: Student Collaborative or Interactive Activities In class writing activities 5 minute discussion questions Scripted scenarios for role playing Think-Pair-Share Note Check Case Studies Discussions Group Projects 21 Slide 22 Online: Student Collaborative or Interactive Activities Case studies Discussions Forums: Panel or Symposium Experiential Learning Group Projects Role-play Games & Simulations Demonstrations Online Presentations http://www.ion.illinois.edu/resources/tutorials/pedag ogy/instructionalstrategies.asp http://www.ion.illinois.edu/resources/tutorials/pedag ogy/instructionalstrategies.asp 22 Slide 23 Activity Keeping your module in mind, develop a community-building activity for use online or in the classroom Report out 23 Slide 24 Break 24 Slide 25 Facilitating and Assessing Online Discussions Slide 26 Please think about and answer the following questions. How do you use classroom discussion in your current courses? How do you assess students? Slide 27 Written Communication in the Online Environment Netiquette: http://www.albion.com/netiquette/co rerules.html http://www.albion.com/netiquette/co rerules.html Slide 28 Discussion boards must be graded with substantial points assigned Slide 29 Ways to Use a Discussion Board Prepare for upcoming in-class discussion (pre- assignment) Reading Review of literature Follow-up to in-class discussion (continue discussion or post-assignment) Extension of in-class discussion and assignments (exploratory, will not be covered in class) Source: Teaching Online A Practical Guide by Ko and Rossen Slide 30 Ways to Use a Discussion Board Continued Question and answer forum (to create an FAQ page) Pose a problem and have students generate possible solutions discuss those solutions Students post homework or projects and get classmate feedback Case study Source: Teaching Online A Practical Guide by Ko and Rossen Slide 31 Ways to Use a Discussion Board Continued Students critique classmates work using provided evaluation guidelines Find/evaluate web resources on lesson/topic and discuss results Invite guest speakers/lecturers Debate about topic Slide 32 Quick Tip! Consider allowing students to self assign groups that will take charge of and moderate/track a particular weeks interaction Facilitate Summarize Record Track participation Lead discussion Slide 33 Questioning Techniques Name and describe three social systems theories that apply to community development. What theory of community development did you find yourself relating to most? Why? How would you apply that theory to our learning community? Lessons from the Cyberspace Classroom: The Realities of Online Teaching, Rena Palloff and Keith Pratt (pg. 121) Slide 34 Moderating and Facilitating Online Discussion Encourage participation Ensure that some students dont dominate Keep discussion focused Bring out multiple perspectives Summarize highlights Do not dominate or be over-involved in the discussion Source: Gregg Kearsley Online Education: Learning and Teaching in Cyberspace, Wadsworth: 2000, p. 85 Source: Tom Nolan, Sonoma State University http://www.sonoma.edu/users/n/nolan/501/powerpoint/moderating_facilitating/http://www.sonoma.edu/users/n/nolan/501/powerpoint/moderating_facilitating/ Slide 35 Discussion Boards in Your Hybrids How will you use the discussion board? See Discussion Board Ideas handout Slide 36 Utilizing Student Teams and Community Building 36 Slide 37 Which best describes your experience with student teams? 37 Slide 38 Using Teams Based on the work of Larry Michaelsen (University of Oklahoma)Larry Michaelsen http://teambasedlearning.apsc.u bc.ca/ http://teambasedlearning.apsc.u bc.ca/ 3 Keys Promoting ongoing accountability Using linked and mutually reinforcing assignments Adopting practices that stimulate idea exchange 38 Slide 39 Promoting Ongoing Accountability Require pre-group work Require group members to express individual opinions and monitor via another member Include peer evaluation in grading Readiness Assurance Process Test over readings Group: Test, discuss, reach consensus and retest Provide information for peer feedback process 39 Slide 40 Using linked and Mutually Reinforcing Assignments 40 Slide 41 Adopting Practices that Stimulate Idea Exchange Use of assignments that create conditions that foster give-and- take interaction Assign roles Use permanent groups Allow some in-class group work Size: 4-7 Diversity of opinion, ideas, and perspectives Not too easy Not too much writing Employ, select, apply concepts from the course 41 Slide 42 Team Teaching Tips Outline learning goals Teach team skills Clear and detailed instructions Rubric Stages of team development Forming - polite but untrusting Storming - testing others Norming - valuing other types Performing - flexibility from trust 42 Slide 43 Team Contracts Purpose, goals, and missions Expectations Roles Conflict resolution strategies Meetings Communication Decision-making policy Agendas Record-keeping 43 Slide 44 Other Resources Team Based Learning (Michaelsen) http://teambasedlearning.aps c.ubc.ca/?page_id=9 http://teambasedlearning.aps c.ubc.ca/?page_id=9 Video Demonstratio