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presentation by Janet Giesen covering some of the general steps in designing a blended course
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Designing for Blended Learning
Blended course redesign requires a willingness to step back and
consider the goals and range of possibilities, strategies,
techniques, and tools
Garrison and Vaughan, 2008
Key elements for designing blended learning
Zheng and Smaldino, p. 113
• Course design and content• Interaction/collaboration• Technology• Assessment• Learner/faculty support
• Course design and content• Interaction/collaboration• Technology• Assessment• Learner/faculty support
Zheng and Smaldino, p. 113
Course design and contentCourse design and content
Key considerations for course design and content
Learner considerations
Learning task/content
Instructional strategies
Media and materials
Learning environment
Course design preparation
Learner considerations
Learning task/content
Instructional strategies
Media and materials
Learning environment
Course design preparation
Current course analysis• Look at F2F course as a whole– Goals and objectives– Content– Activities and engagement– Assessments
• What do you have now that could be taught online?
• Do course objectives still apply?
Garrison and Vaughan
Current course analysis
• Manage content volume• Allow time for students to reflect and process• Create a community of inquiry– Interaction & reflection facilitate creative thinking
• Reconceptualize redesign of the entire course
Garrison and Vaughan
What do you want your students to learn and
how will you know they have learned it?
What do you want your students to learn and
how will you know they have learned it?
Learning task/content
• What are key objectives/learning outcomes? Are they clearly written for student level and in each module?
• How much content will be F2F vs. online?
• Can you chunk content into manageable segments? In logical sequence?
• Can you make quick updates to online content?
Learner considerations
• What are students’ knowledge and skill gaps?
• How many students?
• Are students comfortable with technologies you plan to use? How will you support them?
• Access to the Internet?
• Access to a computer / use a computer?
Staley
Learner considerations
• Are students open to new ways of learning?
• Are students self-motivated?
• How will you encourage students to participate?
• How will you mix learning activities that cater to variety of student learning preferences?
Instructional strategies• What works well F2F? Lecture vs. discussion
• What does not work well F2F? Move online?
• What strategies best support learning objectives?
• What strategies best meet students’ needs?
• Will learning activities align with learning objectives?
Media and materials
• Enhance content with visual / auditory stimuli – music, video, recorded narration
• Make ancillary resources available on and off-line
• Make content available internally (CDROM) / externally (Internet)
• Utilize Blackboard
Live In-Person
Instructor-led classroomHands-on labsCoaching/mentoringOn-the-job training
Live In-Person
Instructor-led classroomHands-on labsCoaching/mentoringOn-the-job training
Synchronous Virtual Collaboration
Live online learningOnline chat/IM sessionsConference callsVideo conferencing
Synchronous Virtual Collaboration
Live online learningOnline chat/IM sessionsConference callsVideo conferencing
Asynchronous Virtual CollaborationOnline discussion boardsListservsE-mailBlogsWikis
Asynchronous Virtual CollaborationOnline discussion boardsListservsE-mailBlogsWikis
Self-PacedAsynchronous
Online tutorialsSimulationsOnline self-assessmentsArchived webinarsPodcastsCD-ROMS
Self-PacedAsynchronous
Online tutorialsSimulationsOnline self-assessmentsArchived webinarsPodcastsCD-ROMS
F2F
ONLINE
Learning environment
• Identify student/instructor roles
• Learner-centered
• Collaborative, sharing, community
• Motivational activities/techniques
• Frequent student feedback
• Address accessibility at all levels (design, content, technology)
Course design preparation• Minimum 3 months – 1 year optimal• Go easy – repurpose slowly• Experiment along the way• Use familiar technology , add more later• Consider number of assignments > consider your
work load• Focus on design – not technology• Use existing resources• Build support network
Visual design considerations
Layout
Meaningful headings, bullet points, keywords
Appropriate colors, font styles/size
Images – only if they support content
Layout
Meaningful headings, bullet points, keywords
Appropriate colors, font styles/size
Images – only if they support content
Course redesign planning framework
Identify the desired resultsWhat do I want my students to be able to do at the end of the lesson?
Determine acceptable evidenceWhat evidence or documentation do I require to demonstrate my students’ learning?
Plan learning experiences and instructionWhat learning activities will produce this evidence or documentation?
Joosten and Mangrich
Example: Decision-making processesIdentify Desired Results
Ability to analyze and critique decision-making processes
Acceptable EvidenceAccurate written application of theory from the content given a decision-making situation in determining what was effective and what was ineffective in the decision-making process
Learning Experiences and InstructionStudents view video clips from Apollo 13 movieStudents post analysis that integrates concepts from reading and lecture
Joosten and Mangrich
Identify Desired ResultsI want my students to apply standard forms oftextual analysis to “decode” advertising, both print and audio/visual
Acceptable EvidenceUse of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads
Learning ExperienceStudying exercise on asymmetry and substitution
Example: Ads in American Culture
Joosten and Mangrich
Blended course learning activities
Joosten and Mangrich
– Readings– Lectures– Expert guests– Simulations– Role-plays– Case studies– Video/web analyses– Research modules– Brainstorming
– Readings– Lectures– Expert guests– Simulations– Role-plays– Case studies– Video/web analyses– Research modules– Brainstorming
– Individual presentations– Debate teams– Structured group
projects– Collaborative exams– Collaborative discussions– Student-led discussions– Instructor-led group
discussions
– Individual presentations– Debate teams– Structured group
projects– Collaborative exams– Collaborative discussions– Student-led discussions– Instructor-led group
discussions
The first week of class
• Course orientation
• Discussion board topics– Technical help discussion – “Tech help”
– Course help – “Peer Assist”
– Online activity – assessment / bio
• Posting activity
University of Central Florida
During the course
• Virtual and/or F2F office hours• Communicate frequently• Read and respond to discussion postings• Update and release content as needed• Grade assessments• Ongoing student feedback• Manage your time• Build a support system
University of Central Florida
The end of the course
• Summative student feedback
• Finalize and submit grades
• Archive course
• Self assess
• Plan next course
University of Central Florida
Schaffer
Summary• Analyze F2F course for planning
• Scrutinize course objectives
• Know your online role & level of expertise
• Be aware of time commitment
• Learn/teach the technologies
• Seek out support systems
• Reflect and revise
Let’s Practice
Worksheet for Redesigning a
Face-to-face Course with Online Components
References and Resources
Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Garrison, D. Randy, & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
Illinois Online Network (2007). Instructional Design. http://www.ion.uillinois.edu/resources/tutorials/id/index.asp
Joosten, T., & Mangrich, A. (2009). Welcome to getting started with blended learning. http://www.slideshare.net/tjoosten/blended-learning-day-2-riyadh
Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin. http://vfc.project.mnscu.edu
References and Resources
Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. http://www.ncolr.org/jiol/issues/PDF/4.2.6.pdf
Shaffer, S. C. (2009). Blended learning. http://tinyurl.com/y96mg4xStaley, L. (2007). Blended learning guide.
http://www.webjunction.org/c/document_library/get_file?folderId=443615&name=DLFE-12302.pdf
University of California, Chico. (2009). Rubric for Online Instruction. http://www.csuchico.edu/celt/roi/
University of Central Florida (2008). Teaching Online. http://teach.ucf.edu/Zheng, J., & Smaldino, S. (2009). Key instructional design elements for
distance education. In A. Orellana, T. L. Hudgins, & M. Simonson (Eds.), The perfect online Course: Best practices for designing and teaching (pp. 107-126). Charlotte, NC: Information Age Publishing, Inc.