Blended Learnin Design

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Designing a Blended Course

Dr. Jennifer Spink StricklandPVCC Instructional Technology

*note: this presentation uses Turning Technologies Student Response Systems


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Which best applies to you

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1. I am currently teachinga blended course

2. This past academicyear I taught a blendedcourse

3. I plan to teach ablended course withinthe next academiccalendar

4. Im curious

5. Other


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Blended at my college

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1. Is clearly defined

2. Is up to me todecide

3. Is defined but notclearlycommunicated oragreed upon

4. I dont really know

5. None of the above


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Objectives

To differentiate between online, blended andweb-enhanced delivery formats

To be able to define blended learning Describe strengths of Blended format

Identify strategies for designing online for aBlended Format

Locate valuable resources

Define a module structure

Describe the blend


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Definitions

Enhanced Fully OnlineBlended

What is blended learning?


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Sloan-C Definition

Blended learning courses combine onlineand classroom learning activities and

resources in an optimal way to improvestudent learning outcomes and to addressimportant institutional issues.

Classroom attendance (seat time) is

reduced.

Who is Sloan-C?
http://www.sloan-c.org/index.asphttp://www.sloan-c.org/index.asphttp://www.sloan-c.org/index.asphttp://www.sloan-c.org/index.asp


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Whats In a Name?

What you call it is not important; but adefinedand consistentmodel is

Blended learning is an optimizedpedagogical approach

It is not, an arbitrary time division between

online and F2F


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Myth question

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1. True

2. False

Blended learning = reduce

classroom time therefore:

Blended learning is half thework


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Benefits

Increased connectedness withstudents

Communicate both online andface-to-face

Potential to increase and

extend instructor-student andstudent-student connectivity


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More Benefits

Discussions started in class are continuedonline

Integration of out-of- and in-classactivities allows more effective use oftraditional class time

Students who rarely take part in classdiscussions are more likely to participateonline


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Myth Question

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1. True2. False

As I prepare for my Blended,some things clearly can be done

online therefore, I can simplymove half of my stuff onlineand be done with it.


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Faculty Report

Learn more in blendedformat

Write better papers,performed better on exams,produced higher qualityprojects, and were capableof more meaningfuldiscussions on coursematerial when reflectingonline


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As well as

Are better able to master concepts andapply what they have learned

Develop higher-order skills of criticalthinking, problem-solving, and the abilityto apply theoretical models to real-world

data


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Transform Pedagogy

Lead to using more participatory andstudent-centered learning activities

Transform the teacher-studentrelationship to be more centered onstudent learning

Transform the instructor role to be morefacilitative and learner-centered


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Myth Question

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1. True2. False

Faculty have reported thatBlended, if designed well, is thebest of both worlds.


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To Begin

Objectives affect the design & content of your course

Objectives

LearningActivities

InstructionalStrategies

AssessmentTechniques


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Questions to answer

What are the core concepts your studentsmust learn 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?


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Objectives

Objectives should be clearly stated andeasy for students to understand

Objectives should include contentmastery skills and critical thinking skills


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Redesign Process

Re-examine course goals and objectives

Design learning activities to meet these

goals and objectives Effectively integrate the activities within

the online and face-to face meetings

Ensure a transition between the two islogical and clear


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Consider

Make transition from lectures andpresentation to a more student-

centered active learning Facilitate online discussions and small

group activities

New forms of assessment of student


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Redesign Work

Defining the blend

Rethinking how to use class time

Rethinking how to facilitate onlineinteraction

Learn more about technology Budgeting time and starting redesign


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Cautions

Scheduling and communicationchallenges as courses meetonline and face-to-face

Work overload for faculty andstudents

Students need understand their

active role in the learningenvironment


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Myth Question

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1. True

2. False

Preparing a Blended course frommy face to face course will take no

time at all. Most of it is alreadythere!


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Modules

Course content broken down into chunks

Course structure in a repetitive manner allowing

for easy navigation Content organized in conceptually related

blocks

Consistent, logical, clear, common sense, apply

past experience, let the content control thechunks

Source: Blending In, March 2007


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Example Module

Readings Video

StudentTeam

ProjectWriting

Case/PBL Assessment


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Example Blended Courses

English Composition

General Psychology

Computer Programming

Elementary Statistics

Introductory SpanishOthers
http://thencat.org/PCR/model_replace.htmhttp://thencat.org/PCR/model_replace.htm


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Think, Pair, Share

What is your signature teachingtechnique?

How can you replicate that online? What technologies can assist you in

accomplishing this?

Blended Learnin Design

Documents

Transcript of Blended Learnin Design