Getting started with blended

Tanya Joosten

University of Wisconsin-Milwaukee

tjoosten@uwm.edu

@tjoosten

slideshare.net/tjoosten

Overview

Process

Step 1: What is blended?

What is blended?

How is it different from face-to-face? Online? others?

What are the similarities and differences with flipped?

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A scholarly definition

At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper:

1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and

2. Where a portion (institutionally defined) of face-to-face time is replaced by online activity [2]. (Picciano, 2006, p. 97).

Conceptualization

Sloan-C/OLC definition

An institutional definition

Web-enhanced0 - 20%

Blended21 - 99%

Online100%

Blended 121 - 50%

Online withcommensurate

reduction in seat time

Blended 381 - 99%

Online withcommensurate

reduction in seat time

Blended 251 - 80%

Online withcommensurate

reduction in seat time

An institutional definition

Redefining blended

• F2F Online

• Low tech High tech

• Active Passive learning

• Integration Separaaration

A definition for students

Step 2: How is it different?

What considerations do you have when transforming your course to blended?

Specifically, What elements of your course design and your delivery will potentially change?

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Pedagogical model

Content

Interactivity

Assessment

• Ten questions • Designing learning modules• Online vs. F2F - Integration

• Decision rubric for content choices

• Learning objects

Content

• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation

Course Evaluation

• Rubrics• CATs• Templates • Traditional formats

Assessment

• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups

Interactivity

• Managing expectations• Time management• Technology support

Helping Your Students

• Staying organized• Managing workload• Avoiding course and a half

Course Management

Course Redesign

Transitioning to blended teaching

Considerations

The 10 questions

Review the 10 questions, NMSU14.wikispaces.com

Consider which question you find most important, intriguing, problematic, or surprising?

Pair with a partner, share which question you identified and your response in considering the question in your own course design.

Share with rest of us one highlight from your discussion

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Five issues in “perfecting” the blend

• “Course and a half” syndrome

• Re-examining course goals and objectives

• Building presence, enhancing connectivity,

and building community

• Community building

• Managing your time and staying organized

Step 3: How to make it happen?

What considerations do you have when transforming your course to blended?

Specifically, What elements of your course design and your delivery will potentially change?

Transforming your course

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Redesigning your course using the 10 questions

Tanya JoostenLearning Technology CenterDepartment of CommunicationUniversity of Wisconsin-Milwaukee

Course details• Original course design

– Organizational Communication, COM MUN310

– Original Design: Night classes, 3 hours app.

• Course Transformation

– Goal: To more effectively use valuable f2f time

– Means: Focus on task requirements and medium selection

– Experience teaching fully online and fully f2f

– New Design: Reduced class time, 45% online, 55% F2F

Sample Module Wednesday Sunday

Week 1 F2F Class-Agenda posted-Reading available online

-Individual project task due

Week 2 Online Class-Discussionpost due

-Discussion responses due

Week 3 -Complete Weekly Quiz prior to class

F2F Class-Targeted discussion from quiz results and discussion forum

-Group project task due

What goes online?

• Content Delivery

– Acquire basic content (lecture and reading)

– Assess understanding of basic content (discussion forums, rubrics, and quizzes)

Lecture formats

Sample text lecture

Sample audio lecture

Content

What goes online?

• Content Delivery

– Acquire basic content (lecture and reading)

– Assess understanding of basic content (discussion forums, rubrics, and quizzes)

Sample discussion forum

Sample quiz

Sample online agenda

• Thursday, Agenda Posted

• Tuesday, Reading and Lecture

• Tuesday, Initial Discussion Post

• Wednesday, Response Post

• Thursday, Quiz (prior to class)

What goes face-to-face?

• Decreases students’ equivocality and uncertainty

• Allow for instant feedback for understanding

• Provide opportunity for higher order learning

• Presentations of group work done outside of class

What goes online?

• Building Learning Community

– Online discussion questions

– Group experiential learning activities (virtual labs)

What goes online?

• Summative Assessment

– Assess achievement of learning objectives for course (midterm and final exams)

What goes online?

Content Delivery Acquire basic content (lecture and reading) Assess understanding of basic content (discussion forums,

rubrics, and quizzes)

Building Learning Community Online discussion questions Group activities

Summative Assessment Assess achievement of learning objectives for course

Sample Module Wednesday Sunday

Week 1 F2F Class-Agenda posted-Reading available online

-Individual project task due

Week 2 Online Class-Discussionpost due

-Discussion responses due

Week 3 -Complete Weekly Quiz prior to class

F2F Class-Targeted discussion from quiz results and discussion forum

-Group project task due

What goes face-to-face?

Decreases students’ equivocality and uncertainty

Allow for instant feedback for understanding

Provide opportunity for higher order learning

Presentations of group work done outside of class

Sample quiz stats

Keys to a successful transformation

• TIP 1: Avoid course and a half

• TIP 2: Promote online learning community

• Tip 3: Plan for integration.

• Tip 4: Don’t feel that you have to follow the traditional f2f scheduling format.

• Tip 5: Assess both mediums, online and f2f.

• Tip 6: Manage student expectations

More about content

Content delivery

What is the task?

What type of delivery is “best”?

What technology is available to me?

What skills do I have?

Lecture formats

Sample text only lecture

Sample audio lecture

What lecture format did you prefer? Why?

I preferred the standard ppt w/ notes because that was the easiest for me to access from my home computer and was the easiest to print out.

I chose ppt form as don't need to be online all the time. And I can study the slides whenever i want to. It also has the option of outlines, which helps in studying.

More comments

I can go at my own pace and re-read things I need to, otherwise skim things I don't need certain depth on.

so you had to listen to the powerpoints and sometimes people just didn’t have the time, but could read them thoroughly and reference them better…we are online classes because we don’t have the time or access to sit through a lecture on a computer. But we could all work reading a really good powerpoint through into our schedules.

Audio introductions

Tips on developing activities

Focus on Building Learning Community integrating collaborative activities and asynchronous discussion forums

Backward DesignWhat should students know, understand, and be able to do? What will I accept as evidence of student understanding and proficiency?What activities will allow students to achieve this?

Backward Design

•Introduced by Wiggins and McTighe in Understanding by Design (2005)

•Instructors begin with learning goals and outcomes rather than activities

•Effective in online and blended courses because students need more structure

Key Questions in Backward Design

• What do you want your students to do (not just know)?

• What evidence will you accept that they have accomplished that?

• What learning activities will produce this evidence or documentation?

Why Use Backward Design?

• Practice-oriented instead of abstract theory

• Learning objectives linked to verifiable outcomes

• Fosters an online peer learning community

What’s in a Learning Module?

• A chunk of content

• A learning activity

• A mode of assessing student work

Planning using backwards design

Identify Desired Results (DO):Be able to analyze and critique decision making processes

Acceptable Evidence:Accurate written application of theory from the content given a decision making situation in determining what was effective and what was ineffective in the decision making process.

Learning Experience:Students view video clips from Apollo 13Students post analysis that integrates concepts from reading and lecture

Apollo 13

Step 3: How do we make it happen?

Questions?

tjoosten@uwm.edu

@tjoosten

slideshare.net/tjoosten