Designing a Blended CourseDr. Jennifer Spink Strickland

PVCC Instructional Technology

*note: this presentation uses Turning Technologies Student Response Systems

Which best applies to you

1 2 3 4 5

0% 0% 0%0%0%

1. I am currently teaching a blended course

2. This past academic year I taught a blended course

3. I plan to teach a blended course within the next academic calendar

4. I’m curious5. Other

Blended at my college

1 2 3 4 5

0% 0% 0%0%0%

1. Is clearly defined2. Is up to me to decide3. Is defined but not

clearly communicated or agreed upon

4. I don’t really know5. None of the above

Objectives

To differentiate between online, blended and web-enhanced delivery formats

To be able to define blended learning Describe strengths of Blended format Identify strategies for designing online for a

Blended Format Locate valuable resources Define a module structure Describe “the blend”

Definitions

Blended

What is blended learning?What is blended learning?

Sloan-C Definition 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.

Who is Sloan-C?

What’s In a Name? What you call it is not important; but a defined and consistent model is

Blended learning is an optimized pedagogical approach

It is not, an arbitrary time division between online and F2F

Myth question

1 2

0%0%

1. True2. False

“Blended learning = reduce classroom time therefore: Blended learning is half the work”

Benefits Increased connectedness with

students Communicate both online and

face-to-face Potential to increase and

extend instructor-student and student-student connectivity

More Benefits Discussions started in class are continued

online Integration of out-of- and in-class activities

allows more effective use of traditional class time

Students who rarely take part in class discussions are more likely to participate online

Myth Question

1 2

0%0%

1. True2. False

As I prepare for my Blended, some things clearly can be done online therefore, I can simply move half of “my stuff” online and be done with it.

Faculty Report Learn more in blended

format Write better papers,

performed better on exams, produced higher quality projects, and were capable of more meaningful discussions on course material when reflecting online

As well as… Are better able to master concepts and

apply what they have learned Develop higher-order skills of critical

thinking, problem-solving, and the ability to apply theoretical models to real-world data

Transform Pedagogy Lead to using more participatory and

student-centered learning activities Transform the teacher-student

relationship to be more centered on student learning

Transform the instructor role to be more facilitative and learner-centered

Myth Question

1 2

0%0%

1. True2. False

Faculty have reported that Blended, if designed well, is the “best of both worlds”.

To Begin

•Objectives affect the design & content of your courseObjectives affect the design & content of your course

Questions to answer 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?

Objectives Objectives should be clearly stated and

easy for students to understand Objectives should include content

mastery skills and critical thinking skills

Redesign Process Re-examine course goals and objectives Design learning activities to meet these

goals and objectives Effectively integrate the activities within

the online and face-to face meetings Ensure a transition between the two is

logical and clear

Consider Make transition from lectures and

presentation to a more student-centered active learning

Facilitate online discussions and small group activities

New forms of assessment of student

Redesign Work Defining the blend Rethinking how to use class time Rethinking how to facilitate online

interaction Learn more about technology Budgeting time and starting redesign

Cautions Scheduling and communication

challenges as courses meet online and face-to-face

Work overload for faculty and students

Students need understand their active role in the learning environment

Myth Question

1 2

0%0%

1. True2. False

Preparing a Blended course from my face to face course will take no time at all. Most of it is already there!

Modules Course content broken down into “chunks” Course structure in a repetitive manner allowing

for easy navigation Content organized in conceptually related

blocks Consistent, logical, clear, common sense, apply

past experience, let the content control the chunks

Source: Blending In, March 2007

Example Module

Example Blended Courses English Composition General Psychology Computer Programming Elementary Statistics Introductory Spanish Others

Think, Pair, Share What is your signature teaching

technique? How can you replicate that online? What technologies can assist you in

accomplishing this?