BLENDED/ONLINE LEARNING WORKSHOP WINTER 2019 REPORT

With support from the Office of the Provost, the Center for Instructional Innovation & Assessment (CIIA), Academic Technology & User Services (ATUS), and Outreach and Continuing Education (OCE) provided two professional development workshops in Winter Quarter, entitled Blended/Online Course Development and Design (5-week workshop) and Blended/Online Course Revision and Redesign (2-week workshop).

The purpose of these blended-format workshops was to take the participants through the planning, design, and implementation process of creating or revising a blended and/or online course, provide an opportunity to experience elements of a blended, flipped, and online course, and give them the ability to develop strategies to produce content, materials, and assignments for blended and/or online courses on their own. Each successful participant received a stipend and a certificate of completion (per workshop). Participants were also welcomed to audit without the stipend or certificate.

PROGRAM TEAM / WORKSHOP FACILITATORS

This team met regularly prior to the workshop to plan content and delivery, develop the workshop syllabus, all assignments and support documentation, and plan for workshop logistics.

Andrew Blick, OCE Justina Brown, CIIA

Kevin Dixey, ATUS Curt Pavia, OCE Chris Powell, ATUS

MEETING THE NEED

Each year, we continue to adjust our offerings and the model to meet the needs of as many instructors as possible.

16

35 34

52

3328 30 30

1215

2629 27

22 2023

4

15

1 3 2 3 3 40

5 7

20

4 37

3

0

10

20

30

40

50

60

2012 2013 2014 2015 2016 2017 2018 2019

Applicants and Participants over the Years(Combined Levels)

Applicants Participants Audit Not Accepted/Dropped

“Most classes today are blended learning given that most of our

material and instruction is online. I hope that more

departments will take advantage of this opportunity. It has

helped me tremendously. I learn something each time.”

“I would like to see every faculty member take these courses. I

think that taking a course that is blended to learn to create a

blended course is crucial - I have learned SO much from being a

student in the courses.”

“I did an informal inquiry of my class, and students said they

appreciated the way I use Canvas effectively. So props to you

folks for the coaching.”

BLENDED COURSE DESIGN CONSIDERATIONS

In the development of this workshop, the facilitators drew upon several key resources in the literature and online (see workshop syllabus for complete list). A recent study, McGee & Reis, (2012*) lends particular credence to the design of this workshop. The study reviewed best practices in blended course design (or redesign) and revealed common principles and practices that can lead to successful implementation of blended courses. Not surprisingly, having clear, student-centered learning objectives, alignment between these objectives and course assignments and assessments, and meaningful, relevant use of technologies to support learning are key elements described in this study. In addition, by carrying out the blended/online learning workshop using the blended format, instructors get to see and experience a clear example of a blended course—something the authors of this study indicated is in great need.

*McGee, P. & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 11-18.

PARTICIPANTS

NAME COLLEGE DEPT 5-WK 2-WK COURSE(S)

Justice Banson CSE CSCI X CSCI 101, 102, 202

Rita Daniels CHSS COMM X X COMM 228, 260

Kelli Evans CHSS CSD X CSD 251

Seth Feinberg CHSS SOC X SOC 251

Lillian Fok CBE DSCI X OPS 360

Joe Gosen CHSS JOUR X JOUR 305, 346, 370, 446

Jessica Kirchhofer WCE ELED/ECE X ECE 431

abby koehler LIBR LIBR X LIBR 201

Ee Lin Lee* CHSS COMM X COMM 398

Bill Lonneman WCE HCS/NURS X X NURS 305, 412, 432, 452

Lauren McClanahan WCE SEC X X EDUC 486

Matthew Miller WCE ELED X ELED 480

Janet Mock CSE MATH X MATH 381, 382, 383

Kris Moore* OCE IEP X IEP 021

Jenny Nguyen CHSS SOC X SOC 397S, 397T

Tara Perry CHSS COMM X COMM 303

Judith Pine CHSS ANTH X ANTH 247

Marsha Riddle Buly WCE ELED X ELED 587

Patrick Roulet CFPA MUS X MUS 214K, 264W, 281, 314K, 414K

Imran Sheikh HUX ENVS X ESCI 380

Todd Smith CFPA MUS X MUS 105

Ruth Sofield* HUX ESCI X ESCI 333

Li Wang* CHSS MCL X CHIN 330

Peggy Watt CHSS JOUR X JOUR 350

* Participants who “audited” the workshop (not for certificate or stipend).

“I think there is a lot of potential for blended/flipped

classes so that we can do more group projects in class

and have some of the lecture information done online.

Having so many options in terms of ways to transfer

information really allows professors a lot of latitude

in deciding what would best fit the particular

information and goals of the course.”

WORKSHOP DETAILS

Participants spend an estimated 6 hours per week on workshop tasks, assignments, and readings. This time does not include additional time spent during the quarter on the development of courses.

In order to receive the certificate and stipend, participants are required to successfully complete the following tasks:

Blended/Online Course Development & Design Blended/Online Course Revision & Redesign

Active Participation Each Week Online Teaching Survey Activity Course Map "Assignment" Assignment Assignment Rubric Open-Source Scavenger Hunt Wiki Lecture Capture or Media Development Activity Web-Conference Presentation Blended/Online Syllabus Draft End-of-Workshop Reflection and Survey

Active Participation Each Week Self-Assessment and Principles of Course Review

Activity Course Revision Action Plan Three Participant Designed Artifacts Course Revision Tools and Strategies Activity Student Engagement Tools and Strategies Activity Peer-Review Activity Course Revision Action Plan: Next Steps Follow-Up Consultation

WORKSHOP GOALS AND OBJECTIVES

COURSE DEVELOPMENT AND DESIGN

Goal The goal for this workshop is for participants to explore blended and online teaching and learning in a collaborative, experiential environment grounded in instructional design principles and practices.

Workshop Learning Objectives After completing this workshop, participants will be able to:

1. Practice instructional design in planning, organizing, and developing course materials.

2. Evaluate, select, and implement strategies for designing and delivering a blended/online course.

3. Experiment with tools and technologies for blended/online delivery.

4. Analyze benefits and challenges with online/blended delivery.

COURSE REVISION AND REDESIGN

Goal The goal for this workshop is for participants to be better prepared to deliver a course via a blended and/or online learning modality by developing and peer-reviewing course artifacts.

Workshop Learning Objectives After completing this workshop, participants will be able to:

1. Practice instructional design in revising and

redesigning course content.

2. Implement best practices, examples, support

services, tools, and open educational

resources.

3. Review strategies for assessing the

effectiveness course, content, and activities.

4. Develop a plan for continuous course

improvement.

“I believe WWU is providing faculty members who are

interested with excellent support through these

workshops and the always available individual help. [...] I

really appreciate the slow steady growth I can see in my

course design and use of Blended Learning techniques.”

“Great exposure to the tools and resources at Western.

The key is taking the time to practice with the tools and

get familiar with strategies for making the most of them.”

“Collaboratively thinking about that infrastructure in

Canvas courses could be really useful to faculty across

campus. So many Canvas courses are so different from

each other when it comes to the details, but if we were

encouraged to develop outcomes and assessments in line

with institutional and departmental goals and then build

these into our Canvas organization, that could help WWU

work toward design concepts that are more inclusive of

diverse learners, especially as blended/ online learning

increases in use across colleges.”

WORKSHOP SCHEDULES

The workshop meetings are scheduled in various formats, color-coded as follows and on the following schedules.

Face-to-Face

Face-to-Face in Lab

Asynchronous Online

(flipped lesson)

Asynchrous Online

(online module)

Synchronous Online

(web conference)

BLENDED/ONLINE COURSE DEVELOPMENT AND DESIGN WORKSHOP SCHEDULE

Theme(s) Tuesday Thursday Assignment(s)

Week 1 Introduction/Canvas Basics:

Organizing Your Course

Introduction Tutorial Weekly Participation Weekly Online Activities Media Introductions Course Map & Workshop Plan

Week 2 Developing, Locating, and Presenting Content / Lecture Capture

OL-Asynchronous: On Your Own

Canvas Pages, Modules, Camtasia

Developing and Curating Content

Weekly Participation Weekly Online Activities Media Posting

Week 3 Assignments and Assessments

Canvas Assignments, Rubrics, Grading, Quizzes, Peer-Review, Group Work

Assignments Web Conf.

Weekly Participation Weekly Online Activities Interactive Assignment Creation

(Choice: Peer review, Rubric, or Group) w/ Peer Review

Week 4* Synchronous Interaction

OL-Synchronous: Scheduled

Web Conferencing Exploration (Day 1)

OL-Synchronous: Scheduled

Web Conferencing Exploration (Day 2)

Weekly Participation Weekly Online Activities Consultation Engagement Strat. Disc. Web Conference Exploration

Week 5 Cool Tools & End of Workshop Wrap-Up

Cool Tools – Participant Requested Content

Wrap-Up Discussion

Weekly Participation Weekly Online Activities Draft Course Syllabus

* Individual, face-to-face consultations are arranged during Week 4.

BLENDED/ONLINE COURSE REVISION AND REDESIGN WORKSHOP SCHEDULE

Theme(s) Tuesday Thursday Assignment(s)

Week 1 Planning for Review

Planning for Review: Reflection and Action Steps

Planning for Review: Student Engagement

Workshop Participation Self-Review of Course Course Revision Action Plan Course Artifact #1

Week 2 Planning for Redesign

Planning for Redesign: Feedback

Planning for Redesign: Peer Review and Wrap-Up

Workshop Participation Course Artifact #2 Course Artifact #3 Peer-Review

Week 3 Consultations and Next Steps

Consultations Course Action Plan – Next Steps Consultation