instructional strategies for blended learning handouts

University of Central Florida ‐ Center for Distributed Learning ‐ 10/28/2009

The 15th SloanC International Conference on Online Learning PreConference Workshop: Instructional Strategies for Blended Learning Wednesday, October 28, 2009 | 1:00 PM‐4:00 PM

This workshop will build upon the successful Blended Learning Workshop held annually in Chicago and sponsored by the Sloan Consortium. The Sloan Consortium defines Blended Learning as involving courses which integrate online with face‐to‐face instruction in a planned, pedagogically valuable manner (Niemiec & Otte, 2006). A brief overview will summarize research on institutional issues and best practices from getting started in supporting college wide blended learning efforts.

Drawing from the workshop in Chicago, we will discuss design frameworks for improving student engagement and success. Frameworks used will include Community of Inquiry model (Garrison, Anderson & Archer, 2000), the National Survey of Student Engagement (NSSE) (Kuh, G., 2001) and the best practices cases from the Sloan Consortium Special Issue on Blended Learning (Picciano, 2009). The combination of these powerful frameworks will be tied to instructional design strategies emphasizing teaching presence and Web 2.0 tools. Participants are urged to bring and share their own ideas as we explore options for blending courses while improving their quality.

Presenters: Linda Futch, Assistant Director Instructional Design, University of Central Florida and Sue A. Bauer, Co‐Team Lead Instructional Design, University of Central Florida

Timeframe Activity Presenter1:00 ‐ 1:20

20 min.

Introductions • Review the highlights from the Blended Learning Workshop in Chicago • Participant Introductions Activity ‐ Table Tent

o Name, College, & Role (Front) o Desired session outcomes (Back)

Karen SwanKaren Vignare

1:20‐ 1:50

30 min.

Presentation Introductions/Agenda UCF Overview of Blended Learning/IDL6543 Addie Model – Explain ADDIE 1. Analyze • Definition • Tools/Resources

o Teaching Styles Survey o PSU ‐ Faculty Self Assessment for Teaching Online o Course Assessment Form o Systematic Design of Instruction

2. Design • Definitions • Tools/Resources

o Course Mapping o Bloom’s Taxonomy o Objective Driven Activities

• Blending w/Purpose o Objectives/Activities/Assessment

• Web 2.0 (3rd Party Application Concerns) o Student/Faculty Support Plan o Campus: FERPA, Copyright, Policies

Linda Futch Sue Bauer


1:50 ‐ 2:30

40 min.

Small Groups Activity: Discussion of Administrative Concerns:

1. Faculty ready to teach online a. Teaching style b. Technology skills

2. Support – both student and faculty Analysis

1. Review Systematic Design of Instruction. Design

1. Objective Driven Activities Worksheet (LMS/CMS, Web 2.0) a. List 3 course objectives (Use Bloom’s Taxonomy as a

resource) b. Describe activities to deliver objectives c. Assessment Selection

2. Course Map a. Develop course map of available tools (LMS/CMS)

Participants

2:30 ‐ 3:00

30 min.

Presentation Development • Definition • Tools/Resources

o Campus support o Technology/CMS Support o Course Completion Plan

Implement • Definition • Tools/Resources

o Instructor Blog/Reflective Journal o Module “0” o NSSE

Evaluate • Definition • Tools/Resources

o Student success/Student Perception Survey o NSSE o Self‐reflection

Repeat • Modifications


3:00 ‐ 3:45

45 min.

Small Groups Activity: Design (cont’d) • Select Tools ‐ Course Map and Web 2.0 resources Develop • Course Completion Plan Implement • Module 0 • (If time) Create Student Survey

Participants

3:45 ‐ 4:00 15 min.

Conclusion/ Q & R



ADDIE Model

ADDIE is an acronym: Analysis Design Development Implementation Evaluation Following these five (5) basic steps will help you identify the most appropriate and effective learner-centered instructional strategies for any course setting:

Analysis Resources:

• Teaching Style Surveys (Variety of self assessments available online)

• http://www.longleaf.net/teachingstyle.html (Grasha ‐ Riechmann)

• http://www.texascollaborative.org/TSI.htm

• http://www.iats.com/publications/TSI.shtml

• http://www.members.shaw.ca/mdde615/tchstylsquiz7.htm

• Technology readiness: Faculty Self Assessment for Teaching Online (PSU) http://weblearning.psu.edu/news/faculty‐self‐assessment

• Course Assessment Form (Handout)

• Systematic Design of Instruction (Handout)


Design Resources:

• Course Map (Handout)

• Bloom’s Taxonomy (Handout)

• Objective Driven Activities Worksheet (Handout)

• Community of Inquire Framework (Handout)

• Web 2.0 Resources: http://shex.org/wiki/Collaborative_learning_technologies

Development Resources

• Campus Support: http://online.ucf.edu/distributed.php

• Technology/Tool Support o Faculty: http://teach.ucf.edu/ o Student: http://learn.ucf.edu/

• Course Completion Plan (Handout)

• Submission Guidelines: http://teach.ucf.edu/submission‐requirements

Implementation Resources • Instructor Blog/Reflective Journal

• Module “0” (Handout)

• National Survey of Student Engagement (NSSE): http://nsse.iub.edu/NSSE_2008_Results/docs/withhold/NSSE2008_Results_revised_11‐14‐2008.pdf

• Beginning College Survey of Student Engagement 2009 (BCSSE): http://bcsse.iub.edu/pdf/bcsse09.pdf

Evaluation Resources • Student Feedback/Survey (Handout)

• Course Checklist

Contact Information • Dr. Linda S. Futch: [email protected],edu

• Sue Bauer: [email protected]

Course Assessment Form

Center for Distributed Learning 1 University of Central Florida

Instructional Preferences Instructional Strategies Instructional Media Interaction Additional Information

Which instructional strategies do you use? Check all that apply.

Lecture Socratic approach (Questioning) In-class discussion groups Out-of-class study groups Group projects Student presentations Role playing simulations Other – Specify:

Assessment Which of the following assessment methods do you use? Check all that apply.

Reflective writings Quizzes Formal papers Student projects/presentations Written mid-term examination Written final examination Other – Specify:

Which of the following do you use in the classroom? Check all that apply.

Print materials (handouts) Whiteboard Overhead transparencies PowerPoint presentations Video Other – Specify:

Which of the following do you have your students use outside of the classroom? Check all that apply.

Textbooks Web sites Video tapes CD-ROMs Other – Specify:

Which of the following online strategies do you use to enhance your course?

Class notes posted online PowerPoint presentations posted online

Assignment directions posted online

Other – Specify:

Rate the level of interaction in your class for each category below. 1 = Low (L) and 5 = High (H) Student-content (L) 1 2 3 4 5 (H) Student-instructor (L) 1 2 3 4 5 (H) Student – student (L) 1 2 3 4 5 (H) Technology in the Classroom

Internet access available? Yes No Unknown

Multimedia presentation system available?

Yes No Unknown

Please add any additional instructional preferences:

Course Assessment Form

Center for Distributed Learning 2 University of Central Florida

Course Content

What are the topical divisions (units, lessons, modules, etc.) of the course?

Which of the following elements are covered in your syllabus? Check all that apply.

Instructor contact information (Name, e-mail, phone, office location, hours and contact procedures)

Course description (Name, number, section, credit hours, description)

Course objectives

Course prerequisites

Required text(s)

Supplemental texts

Evaluation and grading methods

Schedule of class meetings

Schedule and location of midterm and final exam

Communication protocols

Expectations of students' performance

Missed assignments/exams, make-ups, extra credit

1 Revised October 22, 2009

University of Central Florida – Center for Distributed Learning

Systematic Instructional Design Activity

This activity is designed to help you begin thinking about your blended course. The questions are organized and colored according to each step of the ADDIE process. This activity (probably) will be a work in progress as you think about course. At the end of this activity, you will have a design document to help guide you through the development of your online course.

Begin brainstorming: Answering the following questions to the best of your knowledge. If a question is not applicable, leave it blank and proceed to the next question.

Your Name:

Course Title:

Catalog Prefix & Number:

Analyze 1. What are your course goals? What do you want your students to walk

away with when they leave your course?

2. What are your learner characteristics or your typical student? (Ex: undergraduate, graduate, age, traditional or non-traditional student)

3. What is the expected class enrollment size? a. 0-30 b. 31-60 c. 61-100 d. Over 100

4. How long is your term? a. Semester - ____ weeks b. Quarter - ____ weeks c. Short term - ____ weeks

5. Do you have any personal goals for your students?



6. Are you thinking about using tools outside your course management

system (such as a wiki and blog)?

7. What books, manipulative kits, CD-ROMs, DVDs, and software will be required?

Design 1. What are the learner-centered course objectives?

Based on Bloom's Taxonomy: • Remember/Understand (Basics students need to know) • Apply (Concept-related facts) • Analyze (Application of a rule or principle) • Create (Puts the parts together to form the whole) • Evaluate (Makes judgments about materials and methods) Based on Mager objectives: • What cognitive processes do you want your students to perform? • What psychomotor skills do you want students to perform? • What attitudes/values/feelings do you want your students to

develop?

2. What kind of assessment will be used to determine whether the learning objectives have been met?

3. What are your ideas on how each learning module will be laid out? (Readings? Interaction? Activities? Assessment?)



Develop 1. What Materials will you use in the course (textbook, instructor notes,

handouts, videos, newspapers, journals, publisher content, etc.)?

2. What will comprise your course components? a. Syllabus, Schedule, Protocols b. Instructor Introduction c. Content (modules, links to Web sites, glossary, images, audio,

video, etc.) d. Assessment (quizzes, surveys, self tests, assignments, etc.) e. Interaction (mail, discussions, chat, instant messenger,

calendar, etc.)

3. What activities/interaction will students complete? Will any require special instructions/tutorials?

Implement 1. Will you have anyone else facilitating? How will these facilitators be

trained (including student teaching assistants)?

2. Are there tasks your students need to complete in preparation for the course (orientation, survey, etc.)?

3. On what date will you begin delivering your course?

4. When will you confirm all online components are in place (e.g., your course completion deadline)?

5. When will you confirm all online components are functional (e.g., internal /course management system tools) and external links work (e.g., Internet), etc.?

6. Will any holidays interfere with the schedule, delivery, or due dates in your course? If so, which ones?



Evaluate 1. Will you utilize formative evaluations (survey to ensure content and

instructional strategies are meeting your students' needs and learning characteristics)? Why or why not?

2. If you plan to use formative evaluations, when will you implement them (at the end of each module, midterm, final)?

3. Will you perform summative evaluations (measure effectiveness of your activities)? If so, how?

University of Central Florida, Center for Distributed Learning 10/28/2009

Date: Delivery Modality: Blended Course Number: Course Name:

Student Orientation • Start Here

o Instructor Introduction o Beginning Assignments

• CMS Orientation o Technical Support/Service Desk o Campus Web Site for Online Learning

Course Tools (CMS and Web 2.0)

Course Design Options

Course Map – Design Your Course

Organization Tools: Student Tools: Content Tools: Calendar My Files Learning Modules Search My Grades Local Content

My Progress Media Library Communication Tools: Notes Web Links

Announcements Chat/whiteboard Student Learning Activities: Discussions Assessments Mail Assignments

Syllabus Overview/Syllabus Schedule Protocols

Course Materials Learning Modules

Course Maintenance Hidden from students

Course Homepage

Wikis Blogs Social Bookmarking Social Networking Social Media Sharing Mashups Synchronous Tools Virtual Worlds Video/Audio/Images RSS/Feed Web Conferencing

University of Central Florida – Center for Distributed Learning 10/28/2009

Objective Driven Activities Worksheet

Objective(s) to Be Addressed:

How Has This Objective Been Met In The Past?

Lecture "Socratic approach"

(questioning of students) In-class discussion groups ut-of-class study groups

imulations / games r

Field trip(s) O

Group projects Student presentations Role playing / s Guest speake

Other:

rainstorm Interactions/Activities/Assessment B

What part(s) of this objective can be met in the f2f component of your course?

What part(s) of this objective can be met in the on-line component of your course?

University of Central Florida – Center for Distributed Learning 10/28/2009

e following specific instructional strategies and media can you use to meet the above objective?

oning of students)

dy groups

imulations / games

p(s) Other:

ool for submitting assignments

pert "speakers" (forum / chat)

hics, charts, animations, etc.)

tent module(s)

: ___________________________________ Other:

Which of th

2F F

Lecture "Socratic approach" (questi In-class discussion groups Out-of-class stu Group projects Student presentations Role playing / s Guest speaker Field tri

On-line

Quizzes/Survey Quiz t Chat Discussion/Forum Guest ex E-mail Wiki/Blog On-line interactive activities / media

Visuals (grap PowerPoint Supplementary con Links to web sites Web2.0

Action Steps Needed:

Community of Inquiry Framework 4. PRINCIPLES, GUIDELINES & STRATEGIES (http://shex.org/wiki/Sloan_blended_learning_workshop)

Principle Guidelines Strategies

A: Design & Organization Social Presence Principle: Establish a climate that will create a community of inquiry • Social presence supports

purposeful collaboration and a questioning predisposition

Guidelines associated with this principle would be to establish trust and opportunities to get to know other participants. A major part of this is a comfort and willingness to collaboratively engage with the community. An example of an activity to establish a climate for collaboration would be to have each participant to introduce themselves and share something about their personal and professional interests and activities. A special forum should be created for these postings. Furthermore, students could be assigned to small groups to discuss formal expectations of the course and identify concerns. Group spokespersons could then share this in the main discussion forum. An opportunity to clarify and negotiate formal expectations of the course would be provided. It is also important to create a “chat” room for informal communication and allow students an opportunity to become familiar with each other. Being open to online office hours will also contribute to community formation.

Cognitive Presence Principle: Establish opportunities for critical reflection and discourse that will support systematic inquiry. • The design of academic

activities have a significant impact on how students approach learning

• Think in terms of inquiry and actively engaging students in the process.

• Share with students the inquiry model – metacognitive awareness.

Guidelines associated with this principle would be to limit curriculum content such that a significant proportion of time would be devoted to discourse and reflection. It is also crucial to create opportunities for small group discussion. It is important in the very early stages of the course that an opportunity for substantive, curriculum focused, discourse be provided. A brainstorming exercise may be appropriate in the early stage of the course. In order to set the stage for team-based collaborative projects down the road, it is suggested that a small group discussion format be provided early to allow students to engage more actively and with less anxiety. As groups report back, it is important that the teacher respond and model respectful discourse, establish a friendly environment, and reinforce the posted guidelines for discourse (e.g., length of message).

http://shex.org/wiki/Sloan_blended_learning_workshop

Principle Guidelines Strategies

B: Facilitation Social Presence Principle: Sustain community by shifting from affective expression to purposeful cohesive responses. • The challenge here is to

maintain and enhance group cohesion (i.e., collaboration and support).

• Shift from overt socio-emotional messages to academic engagement.

• Cohesion is an important enabler for collaborative activities.

Collaborative activities provide the best means to build and maintain group cohesion. Group cohesion goes beyond polite dialogue. For this reason, the group or team should be the focus of the discourse. The teacher should be present but not the centre of the discourse. Activities must be provided where participants must engage and rely on each other to accomplish a relevant and important task or goal. Small group discussions moderated by students may provide opportunities for students to connect with each other and collaboratively negotiate process issues.

Cognitive Presence Principle: Encourage and support the progression of inquiry through to resolution • Facilitation is essential to

keep the discourse on track and ensure that inquiry evolves.

• Students do not move to resolution without a clear goal and help in moving toward specific outcomes in an expeditious manner.

Guidelines associated with this principle are to provide stimulating questions, keep discussion focused, identify issues needing clarification, and be prepared to move discussion in a timely manner. A good activity here is the use of a case study, debate or critiquing an article. Because case studies are based upon a real-life situation, students can readily relate to the situation and are effective in involving all members of the group. In a collaborative learning environment it is important that students respond to other student contributions and build upon ideas offered by members of the community. It is important that the teacher facilitate a threaded discourse as a member of the community. It is also important that the facilitator model the inquiry process and emphasize the importance of moving toward some form of resolution.

Principle Guidelines Strategies C: Direct Instruction Social Presence Principle: Manage collaborative relationships to support students to assume increasing responsibility for their learning. • Direct instruction can increase

confidence and respect by managing potential conflict and ensuring that students are collaborating constructively.

• Need strong leadership to achieve goals. • Direct intervention is sometimes

necessary to maintain functional communities (manage conflict and storming phase).

Guidelines associated with this principle are to be supportive but expect students to be self-directed and work collaboratively to complete tasks. From a teaching presence perspective, there will be a stage in terms of group dynamics where tensions and conflicts will arise. It is crucial that the teacher directly address these situations and resolve conflicts. It may be a willingness to negotiate expectations or correct a student who is out of line (e.g., excessive or flaming messages). Students should also feel that they can question the teacher and they will be treated respectfully. Team building activities will give students the opportunity to develop the connection and support of the community to accomplish the assigned tasks.

Cognitive Presence Principle: Ensure that discourse moves to resolution and metacognitive awareness results. • The primary role for direct instruction is

to ensure that discourse and collaboration achieve larger educational goals.

• At times direct intervention is required to provide important information and ensure successful outcomes.

• Raising metacognitive awareness is also an important responsibility requiring more than facilitation.

Guidelines associated with this principle are to be prepared to contribute ideas and perspectives that will constructively shape the discourse. It is important to diagnose misconceptions so students do not get side-tracked and frustrated. It may be necessary to make connections among ideas, integrate of ideas and summarize the discussion before moving on. At this point, appropriate activities are team projects. If expectations and guidelines are clear, team projects can provide opportunities to develop collaboration skills as well as engage in a substantial realistic and applied problem. Through collaboration, students must recognize the need for leadership, set goals, plan and manage tasks, assess progress, and adjust strategies where necessary. These activities ensure that students become self-directed and increase awareness of metacognitive processes.


Course Completion Plan Example for: BSK5932: Fundamentals of Basket Weaving To be taught: Fall 2010

Schedule 18 weeks from the Showcase until Fall classes start.

I'm planning to have the first week be an orientation to online learning and the course content. The following twelve weeks will be dedicated to content modules, two weeks to a group project and a final exam activity during the last week. All totals 16 weeks.

I will work on roughly one module per week to get all done on time. I will write my objective-assessment-rubric before I write my module content, and I'll look for places that graphics can be inserted to get the point across.

April

Date To Do 4/3 Take a break from working on this course 4/10 Contact bookstore: add Pegasus Disc to course

materials and confirm textbooks. Schedule a time with Course Development to get my textbook covers scanned

4/17 Module 2 4/24 Module 3

May

Date To Do 5/1 Module 4 5/8 Module 5 5/15 Module 6 5/22 (Conference) 5/29 Module 7

June

Date To Do 6/5 Module 8 6/12 Module 9 6/19 Module 10 6/26 (Vacation)


July

Date To Do 7/3 Module 11 7/10 Module 12 7/17 Look over online course materials and make

appointment with Instructional Designer to take care of any changes.

Learner Support Communication

I will use the institutional e-mail program in my online course. In my Protocols, I have instructed my students to always type BSK5932 in the subject line of e-mail sent to me relating to the course. I have a folder set up for BSK5932 in my e-mail account, and I have also set up my account to file messages in this folder.

It’s very important to me to keep up with how my students are processing the content of my course, so I require them to e-mail me an informal reflection page each week related to that week’s topic. I will be setting up folders in my e-mail account inside each assignment. My Protocols page tells students to type the name of the assignment in the subject line (after the course name).

I plan to check e-mail account for this class every Monday morning. My Protocols page states that I only check e-mail once per week. They are instructed to post problems to the Technical Help discussion topic as their first line of defense.

Technical Support

Need : This is a graduate class and most of the students are not in the computer generation. In the past, computer-related assignments have resulted in a lot of complaining and frantic phone calls.

Resource : I will require the students to complete the Learning Online Orientation (inside my course) before working on course content. It will be part of my introduction module in Week 1. Also, they must post their "favorite clean joke" to the Week 1 Discussion Topic in order for them to get used to logging-in. (A little slower start into the content is okay for me if it results in a smoother transition into the technology and a little community-building with the students.)

Need : I'm concerned about the possibility of students losing work turned in to the Discussions or to the Quizzes. (I plan for them to do both.)


Resource : On my Protocols, I have specified that students should always format everything in a word processor and then copy / paste. (This process gives them a back-up for their work so there's no excuse!)

Faculty Support System UCF Library: I won't be needing any support from the UCF Library.

Experienced Online Faculty Member: I will ask a faculty member who has taught online to be my mentor the first term I teach online. After a few terms of experience, I will volunteer to be a mentor.

Instructional Designer: As I complete a module I will e-mail it to my instructional designer. I'm going to try to use my Saturdays to do this.

Department Technical Assistance: I still need to contact the technology support personnel in my department. I will do this in July after the modules are completed.


Course Completion Plan Example for: BSK5932: Fundamentals of Basket Weaving To be taught: Fall 2010

Schedule I am designing a 12 week W summer course called Fundamentals of Basket Weaving. The modules below represent assignment units and topic areas. Each module will include a major writing task and peer response/collaboration work.

Activity Description of Work Target Date Design Course • Design syllabus

• Develop protocols • Plan graphics

Oct. 20 Oct. 25 Oct. 30

Complete Module 1 • Identify objectives • Design activities • Plan for assessment

Nov. 10

Present Module 1 • Share ideas and plans with my instructional designer

Nov. 17

Complete Modules 2 and 3

• Identify objectives • Design activities • Plan for assessment

Dec. 10

Update Progress • Meet with my instructional designer to discuss progress thus far and guidelines for further work

Dec. 15

Complete Modules 4, 5, and 6


Jan. 15



Feb. 15


• Identify objectives • Design activities

March 15


• Plan for assessment

Complete course plans • Complete last four modules March 15

Update Progress • Meet with my instructional designer to discuss progress thus far and guidelines for further work

March 30

Check on logistical and technical concerns

• Enrollment • Email accounts • Textbooks

April 1

Complete non-web course materials

• CD complete • Turned in to bookstore for sales

April 15

Evaluate Site Test all materials. • Check links • Try quizzes • Assess appearance • Invite feedback from colleagues

April 15

Begin teaching Brace myself! May 10ish

Learner Support Communication

I will use the institutional e-mail program in my online course. In my Protocols, I have instructed my students to always type BSK5932 in the subject line of e-mail sent to me relating to the course. I have a folder set up for BSK5932 in my e-mail account, and I have also set up my account to file messages in this folder.

It’s very important to me to keep up with how my students are processing the content of my course, so I require them to e-mail me an informal reflection page each week related to that week’s topic. I will be setting up folders in my e-mail account inside each assignment. My Protocols page tells students to type the name of the assignment in the subject line (after the course name).

I plan to check e-mail account for this class every Monday morning. My Protocols page states that I only check e-mail once per week. They are instructed to post problems to the Technical Help discussion topic as their first line of defense.


Technical Support

Need : This is a graduate class and most of the students are not in the computer generation. In the past, computer-related assignments have resulted in a lot of complaining and frantic phone calls.

Resource : I will require the students to complete the Learning Online Orientation (inside my course) before working on course content. It will be part of my introduction module in Week 1. Also, they must post their "favorite clean joke" to the Week 1 Discussion Topic in order for them to get used to logging-in. (A little slower start into the content is okay for me if it results in a smoother transition into the technology and a little community-building with the students.)

Need : I'm concerned about the possibility of students losing work turned in to the Discussions or to the Quizzes. (I plan for them to do both.)

Resource : On my Protocols, I have specified that students should always format everything in a word processor and then copy / paste. (This process gives them a back-up for their work so there's no excuse!)

Faculty Support System UCF Library: I won't be needing any support from the UCF Library.

Experienced Online Faculty Member: I will ask a faculty member who has taught online to be my mentor the first term I teach online. After a few terms of experience, I will volunteer to be a mentor.

Instructional Designer: As I complete a module I will e-mail it to my instructional designer. I'm going to try to use my Saturdays to do this.

Department Technical Assistance: I still need to contact the technology support personnel in my department. I will do this in July after the modules are completed.

Course Development & Web Services, IDL 6543

University of Central Florida Revised 3/12/2008

(Following is a sample Welcome or Module 0 Activity for your students.)

Getting Started Learner Objectives The goal of this assignment is to ensure that you have the skills required for an online course. Specifically, are you able to:

• create an e-mail with attachments? • search the Internet to find reliable sources? • navigate Webcourses@UCF to become familiar with the tools that will be used in

this course?

E-mail (You may want to change these instructions when using the e-mail tool inside the course)

Send me a short e-mail message introducing yourself. In the subject line of the message, put "your course number-Introduction." Attach a word processing document including the following information:

• Your Name • Home address • Home phone number • Office Phone number • What you expect to learn from this course

eCommunity

Access eCommunity and type in some biographical information that you would like your Web mates to know about you. If you wish to modify your biographical information, you may do so at any time. Next, review the biographies of your Web mates so you can get to know each other. Here are instructions to access e-Community:

1. Select the eCommunity link under Course Tools. 2. Login using your Network ID (NID). 3. A list of courses will appear if you have already logged into eCommunity before.

Select the "Profile" button in the left panel.

Course Development & Web Services, IDL 6543

University of Central Florida Revised 3/12/2008

4. Complete or update your information. Be sure to include your preferred e-mail address in the "E-mail Address" textbox. (Warning: Make sure you type your e-mail address correctly.)

5. Select the "Update" button at the bottom of the page to save your information. 6. Select the "Communities" button to return to the list of courses. 7. Select the Course Name to view your fellow students in each course. 8. Select each individual's name to view their individual biography.

Discussion Posting – Online Learning Search

1. Using a search engine of your choice, find a Web site about online learning, online classes, Internet classes, etc.

2. Select the “Discussions” link in the Course Tools menu. In the "Online Learning”

topic, post the URL or address of the online learning site you found from your Internet search. Provide an annotation of the Web site. Respond to at least one posting from another student.

Practice Quiz There are online quizzes in this course. To get an idea of how they work,

select the "Assessments" link under Course Tools. Try out "Practice Quiz #1". This quiz is very useful because it also helps you review what you have studied in this module. Help If you feel that you are not comfortable with completing any of these assignments or need technical help, post a message in the "Technical Help" discussion topic or e-mail a fellow student. If you have not received a response within 24-hours, e-mail or telephone your instructor.


EVALUATE

STUDENT SURVEYS

MULTIPLE CHOICE QUESTIONS TO ASK:

• The objectives/learning outcomes for each part of the course were clear.

• The required tests, quizzes, projects, papers, and reports accurately measured my attainment of these learning outcomes.

• The course was well organized.

• The required reading and assignments contributed to my learning.

• The threaded discussion/course conference contributed to my learning.

• The instructor inspired interest in the course material.

• The instructor provided timely feedback. (The instructor's feedback was clear and useful.)

• The instructor was available and helpful.

• The instructor treated students with respect.

• The instructor provided opportunities for students to learn from each other.

• Overall I would rate the effectiveness of the instructor as?

• Overall I would rate the effectiveness of the course as? (Please think about your participation in the class and your online experience)

• On average how many hours a week did you spend on the course? (numeric values only)

• On average how many times a week did you log onto your course? (numeric values only)

• How many total courses (online and in a classroom) did you take this semester? (numeric values only)

OPEN ENDED QUESTIONS TO ASK:

• How did you learn about this course?

• What were the positive experiences in this class?

• What could be done to improve this course?

• Do you have any additional comments?

FACULTY REFLECTION:

• Did the Face‐2‐face and Online components work harmoniously?

• Were you pleased with the outcomes of assignments/activities/assessments?

OTHER RESOURCES:

ONLINE COURSE RUBRIC (EVALUATE YOURSELF)

• CHICO Evaluation Homepage: http://www.csuchico.edu/celt/roi/index.shtml

• Rubric: http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf

instructional strategies for blended learning handouts

Education