Blended by Design: Designing the Redesign
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This document discusses strategies for redesigning a course for blended learning format. It emphasizes writing clear objectives for modules, using modules to organize content into manageable chunks, and including a variety of activities and assessments to engage students and build community. The objectives of a blended course design are to facilitate engagement through active participation and dynamic learning communities.
![Why Redesign? Ensures your design facilitates your course Engage students in dynamic and vital communities Students take responsibility for content and learning Students learn through active participation and inquiry Blended Learning and Course Redesign in Higher Education: Dr. Randy Garrison, Dr. Norm Vaughan Assessing the Role of Teaching Presence from the Learner Perspective [ http://connect.educause.edu/library/abstract/BlendedLearningandCo/39282]](https://image.slidesharecdn.com/designing-the-redesign-1201843781948614-5/85/Blended-by-Design-Designing-the-Redesign-3-320.jpg)
Blended by Design: Designing the Redesign
- 1. Redesigning for the Blend Jennifer Spink Strickland Veronica Diaz
- 2. Objectives Recognize, formulate, and apply strategies for designing online for a Blended Format Write objectives Create module structure Identify easy & difficult to understand navigation
- 3. Why Redesign? Ensures your design facilitates your course Engage students in dynamic and vital communities Students take responsibility for content and learning Students learn through active participation and inquiry Blended Learning and Course Redesign in Higher Education: Dr. Randy Garrison, Dr. Norm Vaughan Assessing the Role of Teaching Presence from the Learner Perspective [ http://connect.educause.edu/library/abstract/BlendedLearningandCo/39282]
- 4. Start Here Start with your objectives Objectives affect the design and content of your course State objectives throughout your course Objectives will give your course: Clarity Direction Clear sense of Accomplishment
- 5. Why Objectives? Clear statement of what students will be able to do when they are finished with an instructional component Focuses on student performance Provides structure: A beginning, middle, and end
- 6. Meeting Objectives Source: Blending In, March 2007
- 7. Writing Module Objectives 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 should be clearly stated and easy for students to understand Objectives should include content mastery skills and critical thinking skills
- 8. Why Modules? Easier to find course content Allows students to focus on content rather than form Content becomes manageable Prevents information overload “ 7 +/-2 rule” Source: Blending In, March 2007
- 9. Modules Defined 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
- 10. Module Elements for Blended Objectives Mode or Presentation Transitions or “The Blend” Variety of Learning Activities Building Community Feedback Assessment Organization & Structure
- 11. Surv ival Strategies No “one size fits all” Start from a 30,000’ level Consider chunking your course Consider online components and face to face components and how they connect Be prepared for change Try to gain some effective uses of classroom time through online Source: Inside Out, Upside Down (2002) Teaching with Technology Today