Blended by Design: Day 1
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The document summarizes a 4-day workshop on designing blended courses. It provides an overview of the topics that will be covered each day, including blended learning, course redesign, assessment, academic integrity, and creating a high-quality blended learning experience. Examples of blended courses are also presented and participants engaged in activities to map out how their own courses could be redesigned in a blended format.
![Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, [email_address] Jennifer Strickland, PhD, [email_address] Laura Ballard, [email_address]](https://image.slidesharecdn.com/day-1-1215044705472448-9/85/Blended-by-Design-Day-1-1-320.jpg)
Blended by Design: Day 1
- 1. Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, [email_address] Jennifer Strickland, PhD, [email_address] Laura Ballard, [email_address]
- 3. Program Overview Format Hands-on, curriculum (re)design work Team/individual work Support resources and tools Blackboard site http://ablendedmaricopa.pbwiki.com/ Evaluations Topics Day 1: Blended learning overview and redesign Day 2: Course redesign and engagement Day 3: Assessment, student success and collaboration Day 4: Academic integrity, copyright, and quality assurance
- 4. Learning Objectives To understand blended learning To identify and connect with the blended learning community To accumulate resources that can be used today and in the future 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 be introduced to the process of integrating technology in a meaningful way that promotes student learning To understand basic principles in creating a high quality blended learning experience To understand the implications of teaching in a blended environment
- 5. Facilitators Participants Break into pairs What is blended learning What makes a good blended course faculty member Post on the wiki
- 8. Getting from A to B
- 9. What is blended learning?
- 10. The 10 Blended Questions As a Guide Throughout
- 11. Motivation… 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
- 12. The Optimal Model Teaching Opportunities Allows for many diverse solutions to course problems 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 Communicate online and face-to-face Discussions started in class may be continued online 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
- 13. Learned more Wrote better papers Performed better on exams Produced higher quality projects Were capable of more meaningful discussions on course material Were better able to master concepts and apply what they have learned Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data Source: University of Central Florida Data, 2007
- 14. The Sloan Consortium National data reports
- 15. What can it look like? The National Center for Academic Transformation http://www.thencat.org Replacement Model Examples: http://thencat.org/PCR/model_replace_all.htm Syllabi review on Blackboard Anthropology Nursing Spanish Distance Learning
- 16. 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
- 17. Activity: Reviewing Blended Courses Individually Browse as many blended course syllabi as possible Review the NCAT redesign course examples What did you observe to be different in the traditional course from the blended course In your Teams Identify and agree upon unique features and strategies of blended courses Report out
- 19. Activity: Mapping Your Course, Part I Handout: Mapping your Course Part I Map out your face2face course from the syllabus and/or other documents Identify the chunks in your course via the topics in your syllabi Select one chunk to work with during the week Report out to group
- 20. What can be done in the classroom? Our Ideas Complex and ill-structured content Demonstration of complex skills – live Practice of complex skills Higher order discussions Observation Some team work Your Ideas
- 21. What can be done in the online classroom? Our Ideas Student interaction that is primarily narrative Group discussion Group planning Group analysis Synthesis of content Assessment Research Your Ideas
- 22. What is the relationship between these two? Our Ideas Product of online and class work Assessment Portion of a series of interrelated assignments Discussion/reflection Your Ideas
- 23. Bloom’s Taxonomy Focus on cognitive Focus on measure of learning Focus on learner