Designing for Blended Learning

Blended course redesign requires a willingness to step back and

consider the goals and range of possibilities, strategies,

techniques, and tools

Garrison and Vaughan, 2008

Key elements for designing blended learning

Zheng and Smaldino, p. 113

• Course design and content• Interaction/collaboration• Technology• Assessment• Learner/faculty support

• Course design and content• Interaction/collaboration• Technology• Assessment• Learner/faculty support

Zheng and Smaldino, p. 113

Course design and contentCourse design and content

Key considerations for course design and content

Learner considerations

Learning task/content

Instructional strategies

Media and materials

Learning environment

Course design preparation

Learner considerations

Learning task/content

Instructional strategies

Media and materials

Learning environment

Course design preparation

Current course analysis• Look at F2F course as a whole– Goals and objectives– Content– Activities and engagement– Assessments

• What do you have now that could be taught online?

• Do course objectives still apply?

Garrison and Vaughan

Current course analysis

• Manage content volume• Allow time for students to reflect and process• Create a community of inquiry– Interaction & reflection facilitate creative thinking

• Reconceptualize redesign of the entire course

Garrison and Vaughan

What do you want your students to learn and

how will you know they have learned it?

What do you want your students to learn and

how will you know they have learned it?

Learning task/content

• What are key objectives/learning outcomes? Are they clearly written for student level and in each module?

• How much content will be F2F vs. online?

• Can you chunk content into manageable segments? In logical sequence?

• Can you make quick updates to online content?

Learner considerations

• What are students’ knowledge and skill gaps?

• How many students?

• Are students comfortable with technologies you plan to use? How will you support them?

• Access to the Internet?

• Access to a computer / use a computer?

Staley

Learner considerations

• Are students open to new ways of learning?

• Are students self-motivated?

• How will you encourage students to participate?

• How will you mix learning activities that cater to variety of student learning preferences?

Instructional strategies• What works well F2F? Lecture vs. discussion

• What does not work well F2F? Move online?

• What strategies best support learning objectives?

• What strategies best meet students’ needs?

• Will learning activities align with learning objectives?

Media and materials

• Enhance content with visual / auditory stimuli – music, video, recorded narration

• Make ancillary resources available on and off-line

• Make content available internally (CDROM) / externally (Internet)

• Utilize Blackboard

Live In-Person

Instructor-led classroomHands-on labsCoaching/mentoringOn-the-job training

Live In-Person

Instructor-led classroomHands-on labsCoaching/mentoringOn-the-job training

Synchronous Virtual Collaboration

Live online learningOnline chat/IM sessionsConference callsVideo conferencing

Synchronous Virtual Collaboration

Live online learningOnline chat/IM sessionsConference callsVideo conferencing

Asynchronous Virtual CollaborationOnline discussion boardsListservsE-mailBlogsWikis

Asynchronous Virtual CollaborationOnline discussion boardsListservsE-mailBlogsWikis

Self-PacedAsynchronous

Online tutorialsSimulationsOnline self-assessmentsArchived webinarsPodcastsCD-ROMS

Self-PacedAsynchronous

Online tutorialsSimulationsOnline self-assessmentsArchived webinarsPodcastsCD-ROMS

F2F

ONLINE

Learning environment

• Identify student/instructor roles

• Learner-centered

• Collaborative, sharing, community

• Motivational activities/techniques

• Frequent student feedback

• Address accessibility at all levels (design, content, technology)

Course design preparation• Minimum 3 months – 1 year optimal• Go easy – repurpose slowly• Experiment along the way• Use familiar technology , add more later• Consider number of assignments > consider your

work load• Focus on design – not technology• Use existing resources• Build support network

Visual design considerations

Layout

Meaningful headings, bullet points, keywords

Appropriate colors, font styles/size

Images – only if they support content

Layout

Meaningful headings, bullet points, keywords

Appropriate colors, font styles/size

Images – only if they support content

Course redesign planning framework

Identify the desired resultsWhat do I want my students to be able to do at the end of the lesson?

Determine acceptable evidenceWhat evidence or documentation do I require to demonstrate my students’ learning?

Plan learning experiences and instructionWhat learning activities will produce this evidence or documentation?

Joosten and Mangrich

Example: Decision-making processesIdentify Desired Results

Ability to analyze and critique decision-making processes

Acceptable EvidenceAccurate written application of theory from the content given a decision-making situation in determining what was effective and what was ineffective in the decision-making process

Learning Experiences and InstructionStudents view video clips from Apollo 13 movieStudents post analysis that integrates concepts from reading and lecture

Joosten and Mangrich

Identify Desired ResultsI want my students to apply standard forms oftextual analysis to “decode” advertising, both print and audio/visual

Acceptable EvidenceUse of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads

Learning ExperienceStudying exercise on asymmetry and substitution

Example: Ads in American Culture

Joosten and Mangrich

Blended course learning activities

Joosten and Mangrich

– Readings– Lectures– Expert guests– Simulations– Role-plays– Case studies– Video/web analyses– Research modules– Brainstorming

– Readings– Lectures– Expert guests– Simulations– Role-plays– Case studies– Video/web analyses– Research modules– Brainstorming

– Individual presentations– Debate teams– Structured group

projects– Collaborative exams– Collaborative discussions– Student-led discussions– Instructor-led group

discussions

– Individual presentations– Debate teams– Structured group

projects– Collaborative exams– Collaborative discussions– Student-led discussions– Instructor-led group

discussions

The first week of class

• Course orientation

• Discussion board topics– Technical help discussion – “Tech help”

– Course help – “Peer Assist”

– Online activity – assessment / bio

• Posting activity

University of Central Florida

During the course

• Virtual and/or F2F office hours• Communicate frequently• Read and respond to discussion postings• Update and release content as needed• Grade assessments• Ongoing student feedback• Manage your time• Build a support system

University of Central Florida

The end of the course

• Summative student feedback

• Finalize and submit grades

• Archive course

• Self assess

• Plan next course

University of Central Florida

Schaffer

Summary• Analyze F2F course for planning

• Scrutinize course objectives

• Know your online role & level of expertise

• Be aware of time commitment

• Learn/teach the technologies

• Seek out support systems

• Reflect and revise

Let’s Practice

Worksheet for Redesigning a

Face-to-face Course with Online Components

References and Resources

Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

Garrison, D. Randy, & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.

Illinois Online Network (2007). Instructional Design. http://www.ion.uillinois.edu/resources/tutorials/id/index.asp

Joosten, T., & Mangrich, A. (2009). Welcome to getting started with blended learning. http://www.slideshare.net/tjoosten/blended-learning-day-2-riyadh

Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin. http://vfc.project.mnscu.edu

References and Resources

Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. http://www.ncolr.org/jiol/issues/PDF/4.2.6.pdf

Shaffer, S. C. (2009). Blended learning. http://tinyurl.com/y96mg4xStaley, L. (2007). Blended learning guide.

http://www.webjunction.org/c/document_library/get_file?folderId=443615&name=DLFE-12302.pdf

University of California, Chico. (2009). Rubric for Online Instruction. http://www.csuchico.edu/celt/roi/

University of Central Florida (2008). Teaching Online. http://teach.ucf.edu/Zheng, J., & Smaldino, S. (2009). Key instructional design elements for

distance education. In A. Orellana, T. L. Hudgins, & M. Simonson (Eds.), The perfect online Course: Best practices for designing and teaching (pp. 107-126). Charlotte, NC: Information Age Publishing, Inc.