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

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?

Garrison and Vaughan

Course analysis

• Do course objectives still apply? • 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

Key considerations for course design and content

• Learner considerations

• Learning task/content

• Instructional strategies

• Media and materials

• Learning environment

• Course design preparation

Focus of this part

of the workshop

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?

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?

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

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)

Designing Instruction

See Redesign Guide for Blended Learning

AnalysisDesign

DevelopImplement

Evaluate

A.D.D.I.E.

Gagne’s Nine Events of Instruction

1. Gain attention2. Describe the goal3. Stimulate recall of prior learning4. Present the content5. Provide guidance for learning6. Elicit performance “practice”7. Provide informative feedback8. Assess performance (has the lesson been learned?)9. Enhance retention and transfer to the job

Integrated Course Design

Feedback & Assessment

Situational Factors

Teaching & Learning Activities

Learning Goals

Situational factors

• Specific context to teaching/learning situation• General context of learning situation• Nature of subject• Characteristics of learners• Characteristics of instructor• Learning goals

Instructor-led classroomWorkshops

Hands-on labsCoaching/mentoringOn-the-job training

Online discussion boards

Online communitiesEmailBlogsWikis

Online tutorialsSimulationsOnline self-

assessmentsArchived webinars

PodcastsCD/DVDs

Live online learningOnline chat/IM

sessionsConference calls

Video conferencing

Live Face-to-face

Asynchronous Virtual Collaboration

Synchronous Virtual Collaboration

Self-Paced Asynchronous

Physical Private Space

(residence)

Physical Small Group Work Space

(library)

Physical Transition

Spaces (hallways)

Physical Social Spaces

(lounges)

Virtual Private Spaces

(email, IM)

Virtual Public Communication

Space (blog, wiki,

social bookmarking)

Virtual Social Space (facebook)

Formal Physical spaces

(classrooms)

http://www.educause.edu/learningspacesch11

Course design preparation

• Minimum 3 months – 1 year optimal• Repurpose slowly – go easy• 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

– Consider slide layout

– Type meaningful headings, bullet points, keywords

– Use appropriate colors, font styles/size

– Limit images – only if they support content

Blended course design

• Clarity• Interactivity• Rigor• Accountability

Schaffer

Typical slide

Schaffer

Blended Course Design

Clarity

Interactivity

Rigor

Accountability

Blended course learning activities

– 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/forums– Student-led discussions– Instructor-led group

discussions

Joosten and Mangrich

The first week of class

• Course orientation – rules, roles, rhythm • Discussion board topics– Technical help discussion – “Tech help”– Course help – “Peer Assist”– Online activity – assessment / biography

• Posting activity• Prepare to teach new skills

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• Provide ongoing student/instructor 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

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

I want my students to be able 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

Example: Ads in American CultureIdentify Desired Results

I 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

Joosten and Mangrich

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

Redesign Guide for Blended Learning

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/9.3.2.pdf

Shaffer, S. C. (2009). Blended learning. http://tinyurl.com/y96mg4x

Staley, 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.