MCLI T&L with Tech Conf 2008
- 1. Designing a Blended Course Dr. Jennifer Spink Strickland PVCC Instructional Technology *note: this presentation uses Turning Technologies Student Response Systems
- 2. Which best applies to you I am currently teaching a blended course This past academic year I taught a blended course I plan to teach a blended course within the next academic calendar I’m curious Other
- 3. Blended at my college Is clearly defined Is up to me to decide Is defined but not clearly communicated or agreed upon I don’t really know None of the above
- 4. 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”
- 5. Definitions Blended What is blended learning?
- 6. 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 ?
- 7. 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
- 8. Myth question True False “ Blended learning = reduce classroom time therefore: Blended learning is half the work”
- 9. Benefits Increased connectedness with students Communicate both online and face-to-face Potential to increase and extend instructor-student and student-student connectivity
- 10. 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
- 11. Myth Question True 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.
- 12. 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
- 13. 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
- 14. 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
- 15. Myth Question True False Faculty have reported that Blended, if designed well, is the “best of both worlds”.
- 16. To Begin Objectives affect the design & content of your course
- 17. 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?
- 18. Objectives Objectives should be clearly stated and easy for students to understand Objectives should include content mastery skills and critical thinking skills
- 19. 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
- 20. 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
- 21. 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
- 22. 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
- 23. Myth Question True False Preparing a Blended course from my face to face course will take no time at all. Most of it is already there!
- 24. 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
- 25. Example Module
- 26. Example Blended Courses English Composition General Psychology Computer Programming Elementary Statistics Introductory Spanish Others
- 27. Think, Pair, Share What is your signature teaching technique? How can you replicate that online? What technologies can assist you in accomplishing this?