THE BLENDED LEARNING TOOLKIT: A DIY RESOURCE FOR BLENDED LEARNING

INSTRUCTORS AND DESIGNERS

Dr. Kelvin Thompson

Dr. Linda Futch

University of Central Florida

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CAVEATS

No widely accepted definition of blended learning Our perspective: blended learning best

conceptualized as f2f-enhanced web course Materials shared here are targeted at those

transitioning from f2f-only experience but may be applicable to those with prior online or blended experience

We will be moving very quickly today!

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OVERVIEWThe Blended Learning Toolkit

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UCF/AASCU NGLC PROJECT OVERVIEW

Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems

Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income)

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SCALE UCF MODEL OF BLENDED LEARNING

Across 20 AASCU institutions and 11 states

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PARTNERSIndividual Institutions State Coordinating Institutions State Participating Institutions

Columbus State University Missouri Harris-Stowe State University

Fayetteville State University

Southeast Missouri State University

Lincoln University of Missouri

Grambling State University Missouri Southern State University

Northwestern State University (LA) Missouri State University

Indiana University Kokomo University of Missouri-St. Louis

Texas A&M University-Corpus Christi

Alabama University of North Alabama

The College at Brockport, State University of New York

Troy University University of South Alabama

Thomas Edison State College Minnesota St. Cloud State University

University of Maine at Fort Kent Winona State University

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PROJECT OVERVIEW An open educational resource (OER) Blended

Learning Toolkit containing: Best practices, strategies, models, and course design

principles. Two OER prototype courses in Composition and

Algebra. Directions for applying the toolkit to create original

blended courses. Train-the-trainer materials. Assessment and data collection protocols, including

survey instruments and standards.

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QUESTIONS?

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GUIDED TOURBlendKit Course Materials

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BLENDKIT COURSE MATERIALS

Instructional modules BlendKit Reader Do-It-Yourself design tasks Recordings of interdisciplinary faculty interviews Recordings of online webinar discussions with

faculty group

http://bit.ly/blendkit

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GOALS FOR BLENDKIT COURSE

Design and develop your blended learning course

Consideration of key issues related to blended learning and practical guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institutions).

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TODAY’S FOCUS: DIY TASKS

Step-by-step guides for many common development tasks Explanations Templates Examples

Please follow along with us as we examine each document! (We will be moving quickly!)

http://bit.ly/blendkit_diy

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COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course

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COURSE BLUEPRINT

Easily by-passed, but don’t! High level overview mapping course goals to assignments Use electronic version or just do it on a piece of paper

Word template looks cool but doc versions may cause problems

May be “in your head,” but get it out on paper Ignore delivery mode (f2f v. online) initially

Focus on identifying the best activities to achieve the course goals

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MIX MAPTask 01: Conceptualize Your Blended Course

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MIX MAP Identify a mode (f2f, online, both) for all components Suggested approach – online course with face-to-face

enhancements How to decide on delivery mode:

Start with your absolutes - What has to be delivered face-to-face or online? What works best in one environment v. the other?

Next – What will work in either environment? Note: You may need to modify an existing activity to fit a new delivery

mode. (See Task 3) Map out your overall strategy paying particular attention to how

the two environments integrate Integration is the single most challenging issue in blended learning!

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CREATE COURSE DOCUMENT DRAFTSTask 02: Design for Interaction

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CREATE COURSE DOCUMENTS

Emphasis on single-purpose online documents (Neidorf, 2006)

Making the formerly implicit (f2f) explicit (online) Clear articulation of student expectations Some people prefer “print-friendly” versions (e.g.,

pdf) over HTML TIP: See accessibility guidelines!

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USING ZAPTTask 02: Design for Interaction

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USING ZAPT

HTML is truly cross-platform (all can view) Accessible HTML avoids weird code Zapt tool is very easy if initial set-up doesn’t scare

you away! Note: Formatting instructions (CSS files) are

housed on UCF servers Pro: Immediate set-up Con: Must upload to preview

Trusting that we’ll keep them online

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MODULE INTERACTION WORKSHEETTask 02: Design for Interaction

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MODULE INTERACTION WORKSHEET

Builds upon Blueprint and Mix Map tasks Sets the stage for Creating Module Pages Assumes that one will be developing online

modules Several questions useful for designing interaction

independent of module Possibly think “weeks” instead of modules

Another opportunity to consider integration of f2f and online

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QUESTIONS?

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ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning

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ASSIGNMENT INSTRUCTIONS

Remember to revise Blueprint and Course Docs as ideas evolve!

Goal: Standalone documents with perfect clarity of expectations The clearer the written communication, the more time is freed for f2f activities.

Goal: Make the formerly implicit explicit However, written instructions could be distributed f2f or online.

Make sure students understand how each assignment links online and f2f

Do not duplicate assignments or content between f2f and online Ex: Reading assignments as homework and then cover content in class. Make sure

class discussion covers items subject to confusion and expands on reading through examples, case studies, etc.

If online assignment is an extension of f2f discussion/activity, ensure students understand what needs to be added or expanded in the online assignment.

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CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning

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CONFIGURE ONLINE QUIZ SETTINGS

A primer for online assessment Minimize motivation for cheating Examine biases for assessment in one mode over

another Make assumptions explicit (e.g., collaboration, etc.) Opportunity to review cognitive level of existing

assessments

Specifics will be determined by your CMS/testing software

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CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages

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CREATE MODULE PAGES

A possible extension of earlier Assignment Instructions and Module Interaction tasks

Goal: Standalone documents with perfect clarity of expectations

The clearer the written communication, the more time is freed for f2f activities.

One cohesive whole from which students may access assignment instructions, course content, etc.

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MODULE TEMPLATETask 04: Develop Content/Assignment Pages

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MODULE TEMPLATE

Use as a starting point Decide upon all elements to include in your

modules (e.g, objectives, content, references) Use Word style sheet (e.g., “Heading 1,” etc.) Review Assignment Instructions for possible

module headings/sub-headings Maintain consistency from one module to next Use Zapt to generate accessible HTML if you wish

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BLENDED COURSEIMPLEMENTATION CHECKLIST

Task 05: Assure Quality

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IMPLEMENTATION CHECKLIST

Very generic steps! Incorporate your institution’s requirements Structured approach is reminiscent of managing

an online course (may feel unusual for f2f) Note numerous cues for fostering integration of

f2f/online Note emphasis on iterative design (e.g., simple

design feedback collection punch list for next version)

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BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORM

Task 05: Assure Quality

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SELF-ASSESSMENT/PEER REVIEW FORM

Many elements are common to courses in all modes

Blended-specific sections First (“Course Expectations”) Last (“Implementation of Blended”)

Evaluate it yourself, but there’s no substitute for a new set of eyes!

Identify a trusted colleague Note evaluation of design vs. implementation

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QUESTIONS?

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FACULTY DEVELOPMENT LESSONS LEARNED

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BLENDKIT2011

Open online course focused on blended learning Publicly accessible readings, document templates, and

how-to instructions

+ Five weeks of facilitation:

Weekly encouraging messages Weekly 30 min. webinars featuring guest blended learning

instructors & discussion with others Weekly reading/activity reflection prompts for blogging (more

interaction with others). Social networking opportunities for more interaction

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WHY AN OPEN ONLINE COURSE?

Open materials may be used at any time for self-study well beyond the NGLC grant period

No differences in course management systems to get in the way of the course

Easier for participants to self-select course components with which to engage

More diverse group, larger number of participants with whom to interact

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= NGLC Institution= Non-NGLC Institution

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LESSONS LEARNED

Many participants would’ve preferred more structure

Next time: Use CMS as home base Consider more traditional participation roles

Successful completion = submitting required assignments

Auditing = all other participation

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IDEAS FOR ADAPTATION

Use the BlendKit Reader for discussion group Link to specific components as you wish All materials are licensed for reuse/remixing

Modify materials and send copies to us for uploading Download, edit, and upload to your own web site

Other ideas? Contact us for brainstorming!

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QUESTIONS?

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CONTACT

BlendKit Course

http://bit.ly/blendkit

Blended Learning Toolkit http://blendedlearningtoolkit.org

Dr. Kelvin Thompson kelvin@ucf.edu

Dr. Linda Futch linda.futch@ucf.edu

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