School For Health Studies Blended Learning Top Ten Tips: Designing a Blended Learning Course

School For Health Studies

Blended Learning

Top Ten Tips: Designing a Blended

Learning Course

Thank you

University of Wisconsin MilwaukeeLearning Technology Center

Alan Aycock, Associate DirectorAmy Mangrich, Instructional Design ConsultantTanya Joosten, Instructional Design ConsultantBraddlee, Director of Academic TechnologyGail Matthews-Denatale, Asst. Director Academic

Technology

Blended History

• Community Health Nursing Course– Summer I and II– Fall

• Enrollments rising– 2005 = 60 students– 2006 = 75 students– 2007 = 90 students

Blended Design

• Best of both worlds• Opportunity to teach using many

voices• Opportunity to “hear” many voices• Constant communication with

students• Forces sound pedagogical principles

Top Ten take away messages

1. Begin with the Backwards Design

What do I want my students to be able to do?

1. Gather information about the community’s health

2. Connect classroom content with their clinical experience

3. Extend the notion of “community health” into their nursing practice.

What evidence will I accept…

• Community assessment project• Discussion question participation• Weekly quizzes• Final clinical project

Sample learning activities

• Windshield survey ( gather information)

• Weekly focused reflections (connect classroom to clinical)

• Discussion questions (extend notion of community health into practice)

2. Decide what goes on-line and what goes face to face.

Course transformation

On-lineContent deliveryQuizzes and testsAsynchronous

discussionsRubrics

F2FHigher order learningComplex discussionsIntroduction to new

assignmentsApply reading

material for class exercises

3. Build learning communities into the design.

4. Clear expectations and detailed direction.

Manage expectations

Detailed directions for discussion questions

Part 1 is due Tuesday by 11:30 pm -3-4 paragraphsFocus on a neighborhood that interests you. (this can be your own neighborhood, the neighborhood where your clinical setting is located, or a neighborhood which is the focus of your final project) Take a good look around your neighborhood, (including buildings, retail food, green space, parks etc.)Describe your neighborhood in about a paragraph and then answer the following questions in your initial posting:How does your neighborhood limit or expand healthy choices as suggested by Dr. Williams? What things in this neighborhood need to be improved to reduce chronic stress, give residents better access to healthy choices, and/or give people a greater control over their lives? Be as specific as possible. Keep in mind that this is a discussion…. Read all of your classmate’s postings and comment on at least 2 others and post your final thoughts by Thursday.

Part 2 is due Thursday by 11:30 pm -1-2 paragraphsYour final thoughts should include something that you learned from your classmates, something that surprised you, a summary, a shared thought, what you consider important about the topic, something that you still wondered about etc.

Grading Form- Rubric

5. Orient students to the course.

6. Communicate in multiple modes.

Many communication opportunities!

• E-learning e-Mail• Discussion boards• Announcements• Post in Modules

7. Use a variety of voices.

Variety

• Text• Video clips• Documentaries-

PBS Frontline• Blogs• Journals• Discussions

• PPT• Literature• Web links• Podcasts• Wikis

Blog easy to

set up at

www.blogger.com

Videos

Video Clips

8. Elicit frequent feedback.

Variety of Assessments

• Low stakes quizzes• In-class assignments (good for

attendance)• On-line discussions• Assignments in assignment drop box• Group projects

Surveys

• Frequent surveys keep you tuned in to any problems or potential problems

• Can be addressed immediately

9. Present a friendly tone.

Welcome to class!

10. Keep course

organization simple.

10 1/2. The Blended Three ‘R’s’….

Revisit, Review, Revise

School For Health Studies Blended Learning Top Ten Tips: Designing a Blended Learning Course

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