Designing for Blended Learning Blended course redesign requires

Designing for Blended Learning

Blended course redesign requires a willingness to step back and consider the goals and range of possibilities, strategies, techniques, and tools ~Garrison and Vaughan, 2008

Key elements for designing blended learning • • • Course design and content Interaction/collaboration Technology Assessment Learner/faculty support Zheng and Smaldino, p. 113

Course design and content Zheng and Smaldino, p. 113

Key considerations for course design and content Learner considerations Learning task/content Instructional strategies Media and materials Learning environment Course design preparation

Current course analysis • Look at F 2 F course as a whole – Goals and objectives – Content – Activities and engagement – Assessments • What do you have now that could be taught online? • Do course objectives still apply? Garrison and Vaughan

Current course analysis • Manage content volume • Allow time for students to reflect and process • Create a community of inquiry – Interaction & reflection facilitate creative thinking • Reconceptualize redesign of the entire course Garrison and Vaughan

What do you want your students to learn and how will you know they have learned it?

Learning task/content • What are key objectives/learning outcomes? Are they clearly written for student level and in each module? • How much content will be F 2 F vs. online? • Can you chunk content into manageable segments? In logical sequence? • Can you make quick updates to online content?

Learner considerations • What are students’ knowledge and skill gaps? • How many students? • Are students comfortable with technologies you plan to use? How will you support them? • Access to the Internet? • Access to a computer / use a computer? Staley

Learner considerations • Are students open to new ways of learning? • Are students self-motivated? • How will you encourage students to participate? • How will you mix learning activities that cater to variety of student learning preferences?

Instructional strategies • What works well F 2 F? Lecture vs. discussion • What does not work well F 2 F? Move online? • What strategies best support learning objectives? • What strategies best meet students’ needs? • Will learning activities align with learning objectives?

Media and materials • Enhance content with visual / auditory stimuli – music, video, recorded narration • Make ancillary resources available on and offline • Make content available internally (CDROM) / externally (Internet) • Utilize Blackboard

F 2 F Live In-Person Instructor-led classroom Hands-on labs Coaching/mentoring On-the-job training Asynchronous Virtual Collaboration Online discussion boards Listservs E-mail Blogs Wikis Synchronous Virtual Collaboration Live online learning Online chat/IM sessions Conference calls Video conferencing Self-Paced Asynchronous Online tutorials Simulations Online self-assessments Archived webinars Podcasts CD-ROMS O N L I N E

Learning environment • Identify student/instructor roles • Learner-centered • Collaborative, sharing, community • Motivational activities/techniques • Frequent student feedback • Address accessibility at all levels (design, content, technology)

Course design preparation Minimum 3 months – 1 year optimal Go easy – repurpose slowly Experiment along the way Use familiar technology , add more later Consider number of assignments > consider your work load • Focus on design – not technology • Use existing resources • Build support network • • •

Visual design considerations Layout Meaningful headings, bullet points, keywords Appropriate colors, font styles/size Images – only if they support content

Course redesign planning framework Identify the desired results What do I want my students to be able to do at the end of the lesson? Determine acceptable evidence What evidence or documentation do I require to demonstrate my students’ learning? Plan learning experiences and instruction What learning activities will produce this evidence or documentation? Joosten and Mangrich

Example: Decision-making processes Identify Desired Results Ability 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 Experiences and Instruction Students view video clips from Apollo 13 movie Students post analysis that integrates concepts from reading and lecture Joosten and Mangrich

Example: Ads in American Culture Identify Desired Results I want my students to apply standard forms of textual analysis to “decode” advertising, both print and audio/visual Acceptable Evidence Use of standard textual-critical techniques such as asymmetry and substitution to identify “preferred” and “resistant” readings of ads Learning Experience Studying exercise on asymmetry and substitution Joosten and Mangrich

Blended course learning activities – – – – – Readings Lectures Expert guests Simulations Role-plays Case studies Video/web analyses Research modules Brainstorming – – – – Individual presentations Debate teams Structured group projects Collaborative exams Collaborative discussions Student-led discussions Instructor-led group discussions Joosten and Mangrich

The first week of class • Course orientation • Discussion board topics – Technical help discussion – “Tech help” – Course help – “Peer Assist” – Online activity – assessment / bio • Posting activity University of Central Florida

During the course • • Virtual and/or F 2 F office hours Communicate frequently Read and respond to discussion postings Update and release content as needed Grade assessments Ongoing student feedback Manage your time Build a support system University of Central Florida

The end of the course • Summative student feedback • Finalize and submit grades • Archive course • Self assess • Plan next course University of Central Florida

Clarity Accountability Blended Course Design Interactivity Rigor Schaffer

Summary • Analyze F 2 F course for planning • Scrutinize course objectives • Know your online role & level of expertise • Be aware of time commitment • Learn/teach the technologies • Seek out support systems • Reflect and revise

Let’s Practice Worksheet for Redesigning a Face-to-face Course with Online Components

References and Resources Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: Pfeiffer. Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass. Garrison, D. Randy, & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass. Illinois Online Network (2007). Instructional Design. http: //www. ion. uillinois. edu/resources/tutorials/id/index. asp Joosten, T. , & Mangrich, A. (2009). Welcome to getting started with blended learning. http: //www. slideshare. net/tjoosten/blended-learning-day-2 -riyadh Minnesota State Colleges and Universities. (2007). Getting Started Online: Advantages, Disadvantages and How to Begin. http: //vfc. project. mnscu. edu

References and Resources Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. http: //www. ncolr. org/jiol/issues/PDF/4. 2. 6. pdf Shaffer, S. C. (2009). Blended learning. http: //tinyurl. com/y 96 mg 4 x Staley, L. (2007). Blended learning guide. http: //www. webjunction. org/c/document_library/get_file? folder. Id=4436 15&name=DLFE-12302. pdf University of California, Chico. (2009). Rubric for Online Instruction. http: //www. csuchico. edu/celt/roi/ University of Central Florida (2008). Teaching Online. http: //teach. ucf. edu/ Zheng, J. , & Smaldino, S. (2009). Key instructional design elements for distance education. In A. Orellana, T. L. Hudgins, & M. Simonson (Eds. ), The perfect online Course: Best practices for designing and teaching (pp. 107 -126). Charlotte, NC: Information Age Publishing, Inc.