Designing for Blended Learning Blended course redesign requires

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Designing for Blended Learning

Designing for Blended Learning

Blended course redesign requires a willingness to step back and consider the goals and

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

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

Course design and content Zheng and Smaldino, p. 113

Key considerations for course design and content Learner considerations Learning task/content Instructional strategies Media

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 –

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

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

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

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?

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

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

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,

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

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

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

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

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

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

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

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

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

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

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

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

Clarity Accountability Blended Course Design Interactivity Rigor Schaffer

Summary • Analyze F 2 F course for planning • Scrutinize course objectives •

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

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,

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.

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.