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

    john.solis@austin.utexas.edu

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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.pdf
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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