Download - 1 DESIGNING AND DEVELOPING A BLENDED COURSE Veronica Diaz, PhD, [email protected]@gmail.com
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5-Minute University5-Minute University
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BLENDED LEARNING WIKIhttp://blendedlearning101.pbworks.com/index
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Program Overview
• Review of blended learning
• Benefits of blended learning
• 10 questions as a guide • Blended course
examples • Course redesign
strategies
• Quality assurance• Mapping the course • Objectives and modules • Redesigning the first
module • Student crisis points• Crisis points
• Resource CD
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Learning Objectives• To understand blended
learning• To learn to use tools to
convert into or create a blended course
• To design a module and to understand the steps in doing so
• To understand basic principles in creating a high quality blended learning experience
• To understand the implications of teaching in a blended environment
• To identify and connect with the blended learning community
• To accumulate resources that can be used today and in the future
Segment 1:An Overview of
Blended Learning and Redesign
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What is blended learning?
• Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.
• Classroom attendance (“seat time”) is reduced.
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Blended Format DefinitionsProportion of
Content Delivered
Online
Type of Course
Typical Description
0% Traditional Course with no online technology used — content is delivered in writing or orally.
1 to 29% Web Facilitated Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example.
30 to 79% Blended/Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings.
80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
Sloan-C, 2007
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Why blended learning?……………………
• A way to meet Net Gen student expectations– Attractive alternative to
Face2Face instruction– A good match for the Net
Gen’s visual, exploratory, participative learning preferences
• Usually more work to design (at least at the beginning), but improved student engagement and achievement
• The best of both worlds
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The Optimal Model
Teaching Opportunities• Enables the incorporation of
new types of interactive and independent learning activities
• Variety of online and in-class teaching strategies
• Learn technologies while you learn your material
Student Engagement• Potential to increase and
extend instructor-student and student-student connectivity
• Students who rarely take part in class discussions are more likely to participate online
• Integration of out-of- and in-class activities allows more effective use of traditional class time
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NATIONAL DATA REPORTSNATIONAL DATA REPORTS
The Sloan Consortium
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What does blended mean? What does blended mean?
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Face-to-FaceCourse
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Selecting Technologies
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THE 10 BLENDED QUESTIONSAs a Guide Throughout
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10 Blended Questions• What do you want students to know when
they have finished taking your blended course? [learning outcomes]
• As you think about learning objectives, which would be better achieved online and which would be best achieved face-to-face? [delivery mode and learning outcomes]
• Blended teaching is not just a matter of transferring a portion of your traditional course to the Web. Instead it involves developing challenging and engaging online learning activities that complement your face-to-face activities. What types of learning activities do you think you will be using for the online portion of your course? [integration]
• Online asynchronous discussion is often an important part of blended courses. What new learning opportunities will arise as a result of using asynchronous discussion? What challenges do you anticipate in using online discussions? How would you address these? [building and maintaining community]
• How will the face-to-face and time out of class components be integrated into a single course? In other words, how will the work done in each component feed back into and support the other? [integration and accountability]
• When working online, students frequently have problems scheduling their work and managing their time, and understanding the implications of the blended course module as related to learning. What do you plan to do to help your students address these issues? student readiness and crisis points]
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10 Blended Questions• How will you divide the percent of time
between the face-to-face portion and the online portion of your course? How will you schedule the percent of time between the face-to-face and online portion of your course, i.e. one two hour face-to-face followed by one two hour online session each week? [flow and delivery mode optimization]
• How will you divide the course-grading scheme between face-to-face and online activities? What means will you use to assess student work in each of these two components? [assessment and accountability]
• Students sometimes have difficulty acclimating to the course Web site and to other instructional technologies you may be using for face-to-face and online activities. What specific technologies will you use for the online and face-to-face portions of your course? What proactive steps can you take to assist students to become familiar with your Web site and those instructional technologies? If students need help with technology later in the course, how will you provide support? [learning technologies and support/crisis points/readiness]
• There is a tendency for faculty to require students to do more work in a blended course than they normally would complete in a purely traditional course. What are you going to do to ensure that you have not created a course and one-half? How will you evaluate the student workload as compared to a traditional class? [design and integration]
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What can it look like?
• The National Center for Academic Transformation– http://www.thencat.org– Replacement Model Summaries:
http://thencat.org/PCR/model_replace_all.htm
• Syllabi review on wiki • Your own syllabi search
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Blended Course Examples• American National Government
(UCF) • Introductory Astronomy (UCB) • Economic Statistics (UIUC) • General Chemistry (UI) • Intermediate Spanish Transition
(UTK) • General Chemistry (UWM) • College Composition (Tallahassee
CC)• Computer Literacy (U of Buffalo,
SUNY)
• English Composition (BYU) • General Psychology (CSU
Pomona) • Computer Programming (Drexel
U)• Elementary Statistics (Penn State
U) • Introductory Spanish (Portland
State U) • Elementary Algebra (Riverside CC)
• Six Innovative Course Redesign Practices
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Activity I: Reviewing Blended Courses
• Browse blended course syllabi• Review the NCAT redesign course
examples• What did you observe to be
different in the traditional course from the blended course
• Identify 2 unique features of or instructional strategies used in blended courses
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BREAK
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What can be done F2F?
Your Ideas My Ideas
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What can be done online/not F2F?
Your Ideas My Ideas
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What is the IRAbetween these two?
Your Ideas My Ideas
Segment 2:Course Redesign
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Mapping Your Course
• Give us a quick overview of how your face to face course maps out
• What do you think will “translate” most easily?
• What do you think will be most difficult to “translate”?
26Resources: Assessing the Role of Teaching Presence from the Learner Perspective. Dr. Randy Garrison, Dr. Norm Vaughan. Available at Blended Learning and Course Redesign in Higher Education & http://net.educause.edu/ir/library/pdf/ELI07159.pdf.
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Bloom’s Taxonomy Focus on learner
Focus on measure of learning
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Bloom’s Digital Taxonomy
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5 Principles of Successful Course Redesign
• Redesign the whole course.• Encourage active learning.• Provide students with
individualized assistance.• Build in ongoing assessment and
prompt feedback.• Ensure sufficient time on task
and monitor student progress.• http://thencat.org/PlanRes/
R2R_PrinCR.htm
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4 Basic Redesign Steps1. Identify course content for a
module2. Write learning objectives and
develop instructional modules3. Select course delivery strategies:
determine which strategy is most appropriate for your content
4. Integrate course content activities in classroom and online environments: determine what is best suited in either the online or classroom environment
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Why Objectives?
• Clear statement of what students will be able to do when they are finished with an instructional segment
• Focuses on student performance
• Provides structure: beginning, middle, and end
• 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?
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Support Objectives by
• Integrating learning technologies – Classroom technologies– Emerging technologies – Online resources
• Developing diverse assessment techniques
• Infusing active learning, interaction, and peer engagement
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Meeting Objectives
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Course Organization
• Dates• Topic• Readings • Section• Unit• Module
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The Organization• Course structure set up in a
repetitive manner allowing for easy navigation
• Course content broken down into “chunks”
• Supports consistency• Allows students to focus on
content rather than form• “7 +/-2 rule”• Content organized in
conceptually related blocks• Let the content set the
chunks
Source: Blending In, March 2007
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Activity II: Mapping Your Course
• Handout: Mapping your Course• Debrief homework – ID what you do– ID what the learner does
• Select one chunk/module
Segment 3: Quality in the Blended Course
Quality Matters: http://www.qualitymatters.org/index.htm
Other Quality Measures/Tools: http://blendedlearning101.pbworks.com/Course-Evaluation-Rubrics-
Resources
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Why Quality Matters
• Step-by-step guide for development
• Checklist for developed courses
• Ensure alignment • Student perspective
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The Quality Matters Frame
1) Learning Objectives • Course• Module • Clear, student’s
perspective • Measurable • Instructions to students on
how to meet them
**Alignment to objectives
2) Learner Engagement• Sufficient to support
objectives • Diverse• 3 types of interaction • Response time • Requirements, rubrics, and
samples
**Alignment to objectives
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The Quality Matters Frame
3) Resources/Materials• Materials support
objectives• Relationship between
materials and objectives is clear to students
• Breadth, depth, currency • Diversity • Citation and copyright
**Alignment to objectives
4) Assessment/Measurement• Measure progress toward
objectives • Grading policy• Specific, descriptive criteria for
evaluating students work and participation
• Tools appropriate for content• Self-checks
**Alignment to objectives
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The Quality Matters Frame5) Course Technology– Appropriate selection– Skills and access of the learner– Instructor expertise required– Both what faculty and learner will be
expected to do with technology– Pedagogical objectives of the
technology– Don’t OD on IT– Student engagement and active
learning – Integration into the learning
experience
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Non-Aligning QM Parts
• Learner support– Student services– Library– Technology
• Accessibility– ADA standards– Alternatives
• Course overview/introduction – Getting started– Course purpose and
components– Hybrid format– Etiquette– Introductions– Prerequisites – Technology skills
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LUNCH
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SEGMENT 4:STUDENT READINESS
Support in the blended course?
Identify the top 2 areas that students would need help in a blended course
http://answers.polldaddy.com/poll/293690/
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Students are most successful when they have the following characteristics:
• Informed self selection • Responsible for their
own learning • An access plan for
taking the course • Know how they learn
(metacognition)
• Have necessary technical skills
• Know how to build a support system
• Respond favorably to technological uncertainties
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Readiness Assessment Strategies
• eLearning website • Screening surveys • Pre and post
enrollment with feedback
• Debunking incorrect impressions
• Advisor meeting
• Website• Welcome materials • FAQs • Examples • Pros/Cons • Testimonials
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Assess…• Skills (reading) • Learning styles• Work and study habits• Technical requirements
(hardware, software, connectivity)
• Need and immediacy for course• Feedback preferences • Ability to self-help (when things
are difficult) • Attitude toward the nature of
learning online
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Readiness Means…
• Determining who is ready • Ready now = start course • Not ready now =
– Tutorials– Support– Advisor meeting
• UCF Learning Online
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Are you ready for MY course?
• Take a moment to review Planning Template for Assessing and Addressing Student Readiness
• Considering the earlier 2 areas that you identified, what might you do to support student success or prevent a poor experience
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SEGMENT 5: BLENDED COURSE CRISIS POINTS(STUDENTS AND FACULTY)
Blended Course Crisis Point Causes
What is the most likely cause of a crisis point in your course?
http://answers.polldaddy.com/poll/293696/
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What are they?
• Moments during your course when students or faculty are most likely to need support and assistance– Example: The first time a student to
your course web site and cannot successfully login with their username and password?
• Identify crisis points in advance to mitigate student problems and avoid frustration for all
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How do you identify them?
• Review the sequence of learning activities and course modules you have planned– Pre course – First day – Mid course – Last week(s)
• What student skills will be required to be successful
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Preempting Crisis Points
• Review Planning Template to Prepare for, Identify, and Preempt Student Crisis Points
• How will you address, support, and troubleshoot your students’ needs during your course?
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Next Steps
Webinar 2• Building community and
collaboration – Online discussions
• Student teams • Assessment and assessment
techniques • Academic integrity • Copyright issues • Open content
Webinar 3• Learning technologies in the
blended course– Role of Web 2.0 tools and the
net generation learner– Web 2.0 tools– Blogs– Wikis– Social bookmarking– Google applications
• Mapping revisited
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Next Steps• Continue working on Mapping your Course
– Add/build as we progress through webinars
• Read and review the Quality Matters rubric standards at– http://www.qualitymatters.org/Rubric.htm
(click on rubric) – Consider how your course can be (re)designed
to address each of these elements
• Take the Preparing for Online Teaching survey: https://weblearning.psu.edu/FacultySelfAssessment/
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Contact Information
Veronica M. Diaz, PhD
[email protected]://www.mcli.dist.maricopa.edu/diaz/
Copyright Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
