What’s your current process for course design?

Type your answer in the chat room.

Course Design for Blended Learning

An ACS Blended Learning WebinarRebecca Frost DavisSeptember 14, 2012

Participating in Today’s NITLE Seminar

Photo courtesy of http://www.flickr.com/photos/travelinlibrarian/3251345730/

Twitter: #blendedlearning RECORDING NOW

Presentation Materials

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3: Type chat here.

Recent & Upcoming NITLE Seminars

• Blended Learning in a Liberal Arts Setting, September 12• Designing Online Resources to Enhance In-Class Interactions,

September 20, 4-5 pm EDT– Integrating online & face-to-face for blended learning in

liberal arts context.• FemTechNet: The First DOCC/A* Feminist MOOC, October 4,

4-5 pm EDT– Distributed Online Collaborative Course: Join this

networked learning experiment.• http://www.nitle.org/events/events_list.php

Seminar Goals

• Learn about course design process for blended learning

• Discuss how blended learning fits the liberal arts environment

• Examine case studies for best practices• Practice course design process for blended

learning

Defining Blended Learning

• “computer-mediated instruction that is combined with the interpersonal and interactive pedagogy that distinguishes the ACS institutions”. (from the ACS CFP for blended learning grants)

• http://colleges.org/blended_learning/index.html

University of Central Florida

• “a portion of the traditional face-to-face instruction is replaced by web-based online learning” BlendKit Reader: Chapter 1

• Shortage of classroom space prompted move online

• http://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-1/

Bryn Mawr College

• Courses in which students both participate in face-to-face classes and work through computer-based, interactive tutorials and quizzes that provide customized learning and instant feedback

EXAMPLES OF BLENDED LEARNINGOur Case Studies

Flipping the Classroom

• Dr. Jennifer Ebbeler, Associate Professor of Classics, University of Texas

• Classical Civilization 302, Introduction to Ancient Rome

• Recorded lectures (video + ppt)• Class time focused on ethics case studies

Blended Learning in a Liberal Arts Setting

• Bryn Mawr College, NGLC grant-funded program• “Using Blended Learning in a Liberal Arts

Environment to Improve Developmental and Gatekeeper STEM Course Completion, Persistence, and College Completion”

• Computer-based, interactive tutorials and quizzes that provide customized learning and instant feedback, e.g., Open Learning Initiative modules

• http://nextgenlearning.blogs.brynmawr.edu/

Intercampus Interaction or Collaboration

• Sunoikisis intercampus courses (ICCs) in advanced Greek & Latin

• SUNY-COIL Globally Networked Learning• FemTechNet: Distributed Online Collaborative

Course

Fall 2006 Sunoikisis ICCs

Liberal Arts Fully Online

• Stetson University Summer Online: http://www.stetson.edu/other/online/summer/– Class meetings online in desktop videoconferencing

• University of Mary Washington Online Learning Initiative– Steven Greenlaw, Acting Director, University Teaching

Center, & Professor of Economics– Econ 201: Principles of Macroeconomics

What’s your current process for course design?

Type your answer in the chat room.

ADDIE Design Process

Analyze

Design

Develop

Implement

Evaluate

Iterate

Backwards Design

1. Identify desired results2. Determine Acceptable Evidence3. Plan Learning Experiences

• Understanding by Design, Grant Wiggins and Jay McTighe– Cf. Mark Sample’s “

Planning a Class with Backward Design”

Design for Flexible Learning

• Networked Learning• Connectivism: A Learning Theory for the

Digital Age.” elearnspace, December 12, 2004.• Creation of a knowledge ecology where the

learner can find their own pathways.• Networks of learners and content

ADDIE Analysis: Why blend?

• Why do you want to do this? • What are your pedagogical goals? • What advantages do you expect that blending

will give you?• Answer in the chat room.

Save Money or Resources

• Save money: fiscal motivations at institutional level: – compensate for limited classroom space (UCF)– effective use of information technology to improve

student learning outcomes and reduce the cost of higher education National Center for Academic Transformation

• Student convenience

Improve Student Learning

• Department of Education, Evaluation of Evidence-Based Practices in Online Learning : A Meta-Analysis and Review of Online Learning Studies

• Enhance student engagement, e.g., getting the quiet ones engaged with online discussion or addressing multiple learning styles

• Student performance analytics & intentional learning (metacognition)

Melt Space-Time Restrictions

• Free up more time for more meaningful interactions

• Expand the classroom• Bring more real world examples in the

classroom• Multiple and global perspectives• Navigate successfully in a digital world

Liberal Arts Interaction as Goal

• “combined with the interpersonal and interactive pedagogy that distinguishes the ACS institutions”

• What kind of interaction do you want to preserve?

• Can the blended elements also promote interaction and active learning?

Mary Washington University

1. Define liberal arts values2. Develop process to ensure values are

integrated3. Faculty development: thinking about

teaching and learning

Defining Liberal Arts Values

• Five fundamental values of a liberal arts education: – Community– Interactivity– Active learning– Reflection– Self-directed learning

• What are yours? – Answer in the chat room.

STEP 2: DESIGNADDIE

Econ 201: Principles of Macroeconomics

• Online Course Proposal– Course description– Learning Objectives – Online Learning Environment Description– How will this course will meet the Mary

Washington liberal arts values?– How do course learning goals connect to Mary

Washington liberal arts values?

DESIGN PRINCIPLESADDIE

Advanced Planning

• Checklist for integrating digital humanities projects into courses with Kathryn Tomasek, Wheaton College– Connecting course & Project– Scaffolding & Chunking– Collaborative Teaching– Logistics

“This is where a little effort pays off.”

Flexibility

• Current academic structures from industrial age– Cathy Davidson and David Goldberg,

Future of Learning Institutions in a Digital Age• What structures might blended learning help

you escape? • What structures do you have to keep in mind?

Shifting Coverage of Content

• Making time for learning new platforms• Making time for experiential or problem-

based learning• Content determines timing• Online learning modules: students determine

coverage• Course work & time expectations?

Figuring out Your Blend

Photo courtesy of Flickr User Chris Hunkeler http://www.flickr.com/photos/chrishunkeler/7123689937/in/photostream/

Blend Options

• Asynchronous modules• Synchronous online interaction• Threaded discussion• Digital project work• Online elements for self-study• Modules with built-in feedback• Assessments• And many more . . .

BlendKit

• Create ideal learning plan• Analyze the elements that can be delivered online

without compromising effectiveness• http://blended.online.ucf.edu/blendkit-course-diy-pr

oject-tasks/

• BlendKit2012 MOOC– Monday, September 24 to Monday, October 29, 2012– http://blended.online.ucf.edu/blendkit-course/

Course Blueprint Course Blueprint

forMeeting Learning

Goals

MixMap for Integration

Consider Constraints

• Platform Availability– video chat, lecture capture, etc.

• Consult with Information Technology!!!!!• Finding or creating appropriate open

educational resources

(Open) Educational Resources

• Open Learning Initiative: http://oli.cmu.edu/ • Bryn Mawr:

https://moodle.brynmawr.edu/course/view.php?id=762 • Open University in the UK: http://openlearn.open.ac.uk/ • MERLOT: www.merlot.org/ • Science activities: http://www.concord.org/activities • http://www.oercommons.org/ • http://owl.english.purdue.edu/ • Connexions: http://cnx.org/ • DHCommons: http://www.dhcommons.org

Creating Resources

• Spohrer (Bryn Mawr) reports 50 hours• Designing Online Resources to Enhance In-Class Inter

actions, September 20, 4-5 pm EDT– Jeremy Donald, Mike Winiski, David Wright– Analyzing and Creating Maps– Beyond the (Online) Handbook: Writing Resources Designe

d for the Digital Environment

ADDIE: Plan for Assessment & Iteration

• Talk to local assessment experts• Figure out what you want to evaluate in

advance• Make room for risk-taking– Middlebury College’s pass-fail course evaluations– Grants– Work with center for teaching & learning

• Repeat and Tweak

ADDIE: Implementation

• Transparency with students• Avoid add-on model• Ensure coherence between F2F & online• Avoid direct conversion without recasting• Technology to promote learning not spectacle• Charles Henderson, Melissa Dancy, and Magdalena

Niewiadomska-Bugaj. “Use of Research-based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-decision Process?” Physical Review Special Topics—Physics Education Research 8, no. 020104 (2012): 1–15.