Blended by Design: Day 1
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1 Blended by Design: Blended by Design: Designing and Developing Designing and Developing a Blended Course a Blended Course Veronica Diaz, PhD, [email protected] Jennifer Strickland, PhD, [email protected] Laura Ballard, [email protected]
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Transcript of Blended by Design: Day 1
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Blended by Design: Blended by Design: Designing and Developing a Designing and Developing a
Blended CourseBlended Course
Veronica Diaz, PhD, [email protected]
Jennifer Strickland, PhD, [email protected]
Laura Ballard, [email protected]
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5-Minute University5-Minute University
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Program OverviewProgram Overview
Format
Hands-on, curriculum (re)design work
Team/individual work
Support resources and tools
Blackboard site
http://ablendedmaricopa.pbwiki.com/
Evaluations
Topics
Day 1: Blended learning overview and redesign
Day 2: Course redesign and engagement
Day 3: Assessment, student success and collaboration
Day 4: Academic integrity, copyright, and quality assurance
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Learning ObjectivesLearning Objectives
To understand blended learning
To identify and connect with the blended learning community
To accumulate resources that can be used today and in the future
To learn to use tools to convert into or create a blended course
To design a module and to understand the steps in doing so
To be introduced to the process of integrating technology in a meaningful way that promotes student learning
To understand basic principles in creating a high quality blended learning experience
To understand the implications of teaching in a blended environment
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Facilitators
Participants Break into pairs What is blended learning What makes a good blended
course faculty member Post on the wiki
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Face-to-FaceCourse
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Getting from A to BGetting from A to B
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What is blended What is blended learning? learning?
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The 10 Blended The 10 Blended QuestionsQuestions
As a Guide Throughout
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Motivation…Motivation…
A way to meet Net Gen student expectations Attractive alternative
to Face2Face instruction
A good match for the Net Gen’s visual, exploratory, participative learning preferences
Usually more work to design (at least at the beginning), but improved student engagement and achievement
The best of both worlds
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The Optimal ModelThe Optimal Model
Teaching Opportunities
Allows for many diverse solutions to course problems
Enables the incorporation of new types of interactive and independent learning activities
Variety of online and in-class teaching strategies
Learn technologies while you learn your material
Student Engagement
Potential to increase and extend instructor-student and student-student connectivity
Communicate online and face-to-face
Discussions started in class may be continued online
Students who rarely take part in class discussions are more likely to participate online
Integration of out-of- and in-class activities allows more effective use of traditional class time
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Learned more Wrote better papers Performed better on exams Produced higher quality
projects Were capable of more
meaningful discussions on course material
Were better able to master concepts and apply what they have learned
Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data
Source: University of Central Florida Data, 2007
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The Sloan Consortium
National data reportsNational data reports
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What can it look like?What can it look like?
The National Center for Academic Transformation http://www.thencat.org Replacement Model Examples:
http://thencat.org/PCR/model_replace_all.htm
Syllabi review on Blackboard Anthropology Nursing Spanish Distance Learning
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Blended course Blended course examplesexamples
American National Government (UCF)
Introductory Astronomy (UCB)
Economic Statistics (UIUC)
General Chemistry (UI)
Intermediate Spanish Transition (UTK)
General Chemistry (UWM)
College Composition (Tallahassee CC)
Computer Literacy (U of Buffalo, SUNY)
English Composition (BYU)
General Psychology (CSU Pomona)
Computer Programming (Drexel U)
Elementary Statistics (Penn State U)
Introductory Spanish (Portland State U)
Elementary Algebra (Riverside CC)
Six Innovative Course Redesign Practices
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Activity: Reviewing Activity: Reviewing Blended Courses Blended Courses
Individually
Browse as many blended course syllabi as possible
Review the NCAT redesign course examples
What did you observe to be different in the traditional course from the blended course
In your Teams
Identify and agree upon unique features and strategies of blended courses
Report out
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Activity: Mapping Activity: Mapping Your Course, Part IYour Course, Part I
Handout: Mapping your Course Part I
Map out your face2face course from the syllabus and/or other documents
Identify the chunks in your course via the topics in your syllabi
Select one chunk to work with during the week
Report out to group
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What can be done What can be done in the classroom?in the classroom?
Our Ideas
Complex and ill-structured content
Demonstration of complex skills – live
Practice of complex skills
Higher order discussions
Observation
Some team work
Your Ideas
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What can be done in What can be done in the online classroom?the online classroom?
Our Ideas
Student interaction that is primarily narrative
Group discussion
Group planning
Group analysis
Synthesis of content
Assessment
Research
Your Ideas
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What is the relationship What is the relationship between these two?between these two?
Our Ideas
Product of online and class work
Assessment Portion of a series of
interrelated assignments
Discussion/reflection
Your Ideas
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Bloom’s Bloom’s Taxonomy Taxonomy
Focus on cognitive
Focus on measure of learning
Focus on learner
