1 Begin the Transformation: Mapping the Course DOWNLOAD ME! .

1Begin the Transformation: Mapping the Course

DOWNLOAD ME!http://tinyurl.com/blended-design

http://tinyurl.com/blended-design


Begin the Transformation: Mapping the Course

Veronica Diaz, PhDAssociate Director

EDUCAUSE Learning Initiative, EDUCAUSE

Go to Wiki


Your Redesign Toolbox• Have these handy

– Using Bloom’s Taxonomy for Objective Development

– Mapping Your Course: re(Designing) for Blended Delivery

– Blended Course and Syllabus Samples (website from wiki)

– Aligning Your Course Components for Blended Delivery


Converting or Creating?

• Pros and cons• Pitfalls and

opportunities Blended

Face to Face

Online

New

Blended


3 Basic Redesign Steps

1. Identify course content for each module

2. Write learning objectives for each module

3. Consider each learning objective or each learning objective set and reference and utilize diverse instructional strategy possibilities


Starting with Objectives

• Bloom’s Taxonomy • Address depth of

learning • First step in creating

modules • Guide alignment


Bloom’s Taxonomy

• Focus on learner performance/outcomes

• 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?– What can they learn in

other ways?

create

evaluate

analyze

apply

understand

remember

Bloom’s Digital Taxonomy

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy


Why Modules?• “7 +/-2 rule”

• Support consistency in look and feel

• Easier to find course content

• Content becomes/feels more manageable

• Prevents information overload

• Allows students to focus on content rather than form

Source: Blending In, March 2007


Module Possibilities

• Content “chunks” • Let the content set the

chunks• Content organized in

conceptually related blocks

Source: Blending In, March 2007

Readings Video

ProjectAssessment

Writing


Course Organization

• Dates/week• Topic• Readings • Section• Unit• Module

Lectures

Readings

Activities

Research

Writing

Projects Discussions

Demonstrations

Multimedia

Cases

Assessments

Face2Face Online


5 Principles of Successful Course Redesign

• Redesign the whole course.• Encourage active learning.• Provide students with

individualized assistance.• Build in ongoing assessment and

prompt feedback.• Ensure sufficient time on task and

monitor student progress.

http://thencat.org/PlanRes/R2R_PrinCR.htm


Mapping Your Course: Part IDO: 40 MINUTES• Review current course • Map current course (may do

portion)• Map a selected module

READ & DISCUSS: 10 MINUTES• The checkpoint questions


Discuss: Checkpoint Questions, I

• In your original (pre-redesigned) course, how well balanced was the content between what the instructor does and what the student does to deliver and interact with the course content?

• How granular, action-oriented, and specific are your current course objectives? Are they such that they are able to guide you through a redesign process?



• Are their any segments of your module where you or your students have had particular difficulty in conveying or comprehending course content or concepts? – In other words, could the course redesign help you

to improve or address particular challenges in the course?



• How rich and diverse are the activities in the original (pre-redesigned) course – (i.e., lecture, readings, activities, research, writing,

projects, discussions, demonstrations, multimedia, cases, teamwork, assessments or others)?


Questions


Mapping Your Course: Part II

• Review only • Module redesign • Preview the checkpoint

questions


Preview: Checkpoint Questions, II

• In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?


Preview: Checkpoint Questions, II

• How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of

content mastery, – apply content, – add time on task, – introduce new content, or – other?

• Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?


Questions


Mapping Your Course: Part III

• Scheduling/calendaring• Objectives• Activities• Alignment• Depth • Assessment• Technology


Key Mapping Considerations


Accountability and Integration

Ask (handout)• What is the role of out

of class time?• How can I maximize the

face-to-face class time?• How can I make sure my

students are prepared for face-to-face class time?

• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other

Blended Course Redesign Checklist Handout

Alignment:

--Objectives

--Assessments

--Instructional materials and resources

--Learning activities and engagement

--Learning technologies

Handout


Bloom’s Digital Taxonomy

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy


Take-Aways

• Consider and reconsider how you use your in-class time: success can hinge on this

• Remember that a blended course can be confusing to students: strive to clarify

• Redesign takes time

– Initial

– And long-term (always a work in progress)

• Takes 3-4 terms to develop instructional competency in blended learning

• Be thoughtful about design and reflective about your instruction (journal)


Questions


Veronica Diaz, PhDAssociate Director

EDUCAUSE Learning Initiative

EDUCAUSE

…[email protected]

http://www.educause.edu/eli

mailto:[email protected]



1 Begin the Transformation: Mapping the Course DOWNLOAD ME! .

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