blended by design: designing the redesign

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  • 1. Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz

2. Objectives

  • Recognize, formulate, and apply strategies for designing online for a Blended Format
  • Write objectives
  • Create module structure
  • Identify easy & difficult to understand navigation

3. Why Redesign?

  • Ensures your design facilitates your course
  • Engage students in dynamic and vital communities
  • Students take responsibility for content and learning
  • Students learn through active participation and inquiry
  • Blended Learning and CourseRedesign in Higher Education: Dr. Randy Garrison,Dr. Norm VaughanAssessing the Role of Teaching Presence from the Learner Perspective [ http://connect.educause.edu/library/abstract/BlendedLearningandCo/39282]

4. Start Here

  • Start with your objectives
  • Objectives affect the design and content of your course
  • State objectives throughout your course
  • Objectives will give your course:
    • Clarity
    • Direction
    • Clear sense of Accomplishment

5. 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: A beginning, middle, and end

6. Meeting Objectives Source: Blending In, March 2007 7. Writing Module Objectives

  • 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?
  • Objectives should be clearly stated and easy for students to understand
  • Objectives should include content mastery skills and critical thinking skills

8. Why Modules?

  • Easier to find course content
  • Allows students to focus on content rather than form
  • Content becomes manageable
  • Prevents information overload
  • 7 +/-2 rule

Source: Blending In, March 2007 9. Modules Defined

  • 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 control the chunks

Source: Blending In, March 2007 10. Module Elements for Blended

  • Objectives
  • Mode or Presentation
  • Transitions or The Blend
  • Variety of Learning Activities
  • Building Community
  • Feedback
  • Assessment
  • Organization & Structure

11. Surv ival Strategies

  • No one size fits all
  • Start from a 30,000 level
  • Consider chunking your course
  • Consider online components and face to face components and how they connect
  • Be prepared for change
  • Try to gain some effective uses of classroom time through online

Source: Inside Out, Upside Down (2002) Teaching with Technology Today

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