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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 range of possibilities, strategies, techniques, and tools ~Garrison and Vaughan, 2008. Course analysis. Look at F2F course as a whole Goals and objectives Content

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Designing for Blended Learning

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  1. Designing for Blended Learning

  2. 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

  3. Course analysis • Look at F2F course as a whole • Goals and objectives • Content • Activities and engagement • Assessments • What do you have now that could be taught online? Garrison and Vaughan

  4. Course analysis • Do course objectives still apply? • 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

  5. Key considerations for course design and content • Learner considerations • Learning task/content • Instructional strategies • Media and materials • Learning environment • Course design preparation Focus of this part of the workshop

  6. 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

  7. 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?

  8. 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 F2F vs. online? • Can you chunk content into manageable segments? In logical sequence? • Can you make quick updates to online content?

  9. Instructional strategies • What works well F2F? Lecture vs. discussion • What does not work well F2F? Move online? • What strategies best support learning objectives? • What strategies best meet students’ needs? • Will learning activities align with learning objectives?

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

  11. 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)

  12. Designing Instruction See Redesign Guide for Blended Learning

  13. A.D.D.I.E.

  14. Gagne’s Nine Events of Instruction • Gain attention • Describe the goal • Stimulate recall of prior learning • Present the content • Provide guidance for learning • Elicit performance “practice” • Provide informative feedback • Assess performance (has the lesson been learned?) • Enhance retention and transfer to the job

  15. Integrated Course Design Learning Goals Teaching & Learning Activities Feedback & Assessment Situational Factors

  16. Situational factors • Specific context to teaching/learning situation • General context of learning situation • Nature of subject • Characteristics of learners • Characteristics of instructor • Learning goals

  17. Live Face-to-face Synchronous Virtual Collaboration Instructor-led classroom Workshops Hands-on labs Coaching/mentoring On-the-job training Live online learning Online chat/IM sessions Conference calls Video conferencing Asynchronous Virtual Collaboration Self-Paced Asynchronous Online discussion boards Online communities Email Blogs Wikis Online tutorials Simulations Online self-assessments Archived webinars Podcasts CD/DVDs

  18. http://www.educause.edu/learningspacesch11 Virtual Public Communication Space (blog, wiki, social bookmarking) Virtual Social Space (facebook) Physical Social Spaces (lounges) Formal Physical spaces (classrooms) Virtual Private Spaces (email, IM) Physical Transition Spaces (hallways) Physical Small Group Work Space (library) Physical Private Space (residence)

  19. Course design preparation • Minimum 3 months – 1 year optimal • Repurpose slowly – go easy • 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

  20. Visual design considerations • Consider slide layout • Type meaningful headings, bullet points, keywords • Use appropriate colors, font styles/size • Limit images – only if they support content

  21. Blended course design Typical slide • Clarity • Interactivity • Rigor • Accountability Schaffer

  22. Schaffer

  23. 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/forums • Student-led discussions • Instructor-led group discussions Joosten and Mangrich

  24. The first week of class • Course orientation – rules, roles, rhythm • Discussion board topics • Technical help discussion – “Tech help” • Course help – “Peer Assist” • Online activity – assessment / biography • Posting activity • Prepare to teach new skills University of Central Florida

  25. During the course • Virtual and/or F2F office hours • Communicate frequently • Read and respond to discussion postings • Update and release content as needed • Grade assessments • Provide ongoing student/instructor feedback • Manage your time • Build a support system University of Central Florida

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

  27. 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

  28. Example: Decision-making processes Identify Desired Results I want my students to 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 Experiences and Instruction Students view video clips from Apollo 13 movie Students post analysis that integrates concepts from reading and lecture Joosten and Mangrich

  29. Example: Ads in American Culture Identify Desired Results I want my students to apply standard forms oftextual 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

  30. Summary • Analyze F2F 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

  31. Let’s PracticeRedesign Guide for Blended Learning

  32. 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

  33. References and Resources Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors.http://www.ncolr.org/jiol/issues/pdf/9.3.2.pdf Shaffer, S. C. (2009). Blended learning. http://tinyurl.com/y96mg4x Staley, L. (2007). Blended learning guide. http://www.webjunction.org/c/document_library/get_file?folderId=443615&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.

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