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8/13/2019 Enhancing Teaching and Learning in Blended Environments: Linking Curriculum and Relevancy
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Enhancing Teaching and Learning
in Blended Environments
Linking Curriculum and Relevancy
John D. Solis, Ph.D.@drsolis
k12-techcorner.blogspot.com
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Impact on Curriculum
Consider new approaches to higher education that: preserves open access,
meets workforce/market needs,
leverages best practices,
integrates cutting edge technology,
design programs and courses that include learning activities
(assessment) that link to specific learning outcomes and authentic
applications,
strengthen student retention and program completion, and demonstrates institutional effectiveness.
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Impact on Curriculum
Its not enough to
simply add technology
to the curriculum.
We must reprioritize
core curriculumbased
on what is relevant.
How are curriculumand
relevancydefined?
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Defining the Terms
Curriculum
The planned and guided
learning experiences and
intended learning outcomes,formulated through the
systematic reconstruction of
knowledge and experiences,
under the auspices of the
school, for the learners
continuous and willful growth
in personal social
competence.
(Daniel Tanner, 1980)
Relevancy
The significance and
applicability of what is taught.
Todays students are best
served when content applies
to real-world everyday needs.
Programs and courses oftenconsist of too much
theoretical bias.
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Taking Action
Curriculum AssessmentInstruction
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Taking Action
Analysis of current offerings and context
Program mission
Clear learning experiences Goals and objectives (standards)
Review industry/employer needs
Ensure plans include sustainability andprocesses for continuous improvement
Curriculum
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Taking Action
Where does technology fit in?
Improve student
satisfaction and
engagement Increase
programs/institutions
competitiveness
Enables a broad range ofoutcomes for students
Curriculum
Build capacity amonginstructors, students,coaches and mentors, andlearning support staff
Develop learningexperiences that can beshared between and within
subject disciplines Enable innovative
collaborative initiatives withpartners
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Taking Action
Strategies to consider:
Organize learning
experiences and course
content as modules Prompt constructive
feedback
Using assessment data to
drive instructional strategies Personalize and
individualize instruction
Eliciting active reflection on
student growth
CurriculumInstruction
Reinforce course conceptsthrough a variety ofresources and establishingrelationships betweentopics and experience
Linking learning experiencesto authentic problems or
issues of high interest to thelearners
Create learningenvironments that supportand encourages inquiry
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Taking Action
How do we support faculty?
Ongoing professional
development plans
Needs assessment ofresources
Beyond the one-hour
workshops
Mentoring is key Objectives guide the
selection/integration of
technology
Systematic approach to
instructional design
CurriculumInstruction
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AssessmentTaking Action
Program Quality
Ensure that:
course assessments
demonstrate students meetspecific outcomes
learning outcomes are of
appropriate rigor
students succeed in pursuitof their goals. Dont focus
solely on retention and
graduation rates.
Student Learning
Use strategies that:
gauges student needs
encourages self-directionand collaboration
monitor progress
check for understanding
and encouragingmetacognition
demonstrate understanding
and skill
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AssessmentTaking Action
For example.the flippedclassroom
Have students complete short
assessments when reviewing
videos before class Use assessment data to create
teams based on
understandings
Implement team-basedlearning (TBL): permanent
teams, readiness assurance,
application activities, and peer
evaluation
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Instructional Design
Curriculum
Instruction Assessment
Student
Learning
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What is Blended Learning?
Proportion of
Content
Delivered Online
Type of Course Typical Description
0% TraditionalCourse with no online technology usedcontent is
delivered in writing or orally.
1 to 29% Web Facilitated
Course which uses web-based technology to facilitate
what is essentially a face-to-face course. Uses a course
management system (CMS) or web pages to post the
syllabus and assignments, for example.
30 to 79% Blended/Hybrid
Course that blends online and face-to-face delivery.
Substantial proportion of the content is delivered online,
typically uses online discussions, and typically has someface-to-face meetings.
80+% OnlineA course where most or all of the content is delivered
online. Typically have no face-to-face meetings.
Resources: The Sloan Consortium (2007). Blended In: The Extent and Promise of Blended Learning in the United States
http://sloanconsortium.org/sites/default/files/Blending_In.pdfhttp://sloanconsortium.org/sites/default/files/Blending_In.pdf8/13/2019 Enhancing Teaching and Learning in Blended Environments: Linking Curriculum and Relevancy
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What is Blended Learning?
University of Central Floridaa modality that
combines the effectiveness and socialization
opportunities of the classroom with the self-
directed and active learning opportunities thatthe online environment offers (Dziuban, et al,
2004).
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Best Practices: Design and Delivery
Focus on Learning Outcomes
What do you want students
to be able to do by the end of
a course? Foundation for assessment
Goals and objectives guide
course design, not the
technology (Aycock,
Garnham, & Kaleta, 2002).
Consider a backward
design approach starting
with a specific coursegoal (Sands, 2002).
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Best Practices: Design and Delivery
Interaction
Focus on interaction rather on
delivery mode.
Facilitate deeper learning Prior knowledge that was
accurate gets reinforced and
inaccuracies can be corrected
Create activities that
require students to
engage in the contentand with each other
(Sands, 2002).
Think-Pair-Share
Peer Instruction
Team-Based Learning
(TBL)
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Best Practices: Design and Delivery
Course Redesign
Integrate key activities
between face-to-face
classroom and onlinecomponents.
Create an online assignment
that seamlessly carries over
to the classroom and back
online (Aycock, Garnham, &
Kaleta, 2002).
For example, begin
discussion in the face-
to-face learningenvironment and then
extend the discussion
online.
Create aflippedlesson
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Best Practices: Design and Delivery
Integration and Time
Consider these questions:
What isnt working in my
current course?
Is there a way to move that
instructional piece online in
order to improve the learning
outcome?
Expect challenges along theway.
Allocate sufficient time
for course redesign.
Participate inprofessional
development
opportunities
Collaborate and
continuously work withInstructional Designer(s)
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Best Practices: Design and Delivery
Set clear student expectations
Explain the rationale for your
course design and the
relationship of the face-to-face and online components.
Specify student
responsibilities when using
active learning strategies.
Assist students with
time management
if/when necessary. Define and explain the
concept of reduced
seat time.
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Emerging Technologies and Trends
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Emerging Technologies and Trends
Flipped classroomWhat is the best use of class time?
Classroom structure Think-pair-share
Peer instruction
Team-based learning
Use assessment to: Provide students with
feedback
Inform instruction
Hold students accountable forin- and out-of-class activities
Determine if students haveachieved desired learningoutcomes
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Emerging Technologies and Trends
Mobile learning
Gamification
Continued increased in
online and blendedlearning environments
Open and free e-
learning courses
Massive open online
courses (MOOCs)
1:1 and BYOD
Synchronous tools for
student engagement
Cloud computing
Open educational
resources
Learning analytics
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Thank You