Connecting Classroom & Online Experiences

1. Patricia McGee, PhD Connecting Classroom & Online Experiences This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

2. agenda NOTE: Materials available in wiki • The First Day • Articulating the Blend • Designing the Blend • Mapping, Part 2

3. The First Day

4. Course Priorities: What are yours? • Review the Course Priorities checklist • Select a syllabus (case) from wiki • Using Course Priorities Checklist, and templates, identify

5. Articulating the Blend

6. Blended Instructional Framework • Learner-centered • BigIdeas • Process/Content driven • Pedagogical Navigation

7. Chunking Strategies: Preparing for F2F ALTERNATIVES Provided

8. Chunking the schedule

9. Example: The Class Schedule • Three days prior to their next on-campus meeting, students are given a question or problem to discuss online. • During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged. • The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor. • Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment. from http://online.rit.edu/students/blended/overview.cfm

10. Face2F Meetings: Focus on the Learner • Minimal content delivery (exceptions) • Clarification of muddy points or misunderstanding • Instructor scaffolding -demonstrating, modeling, illustrating • Student-directed – peer led discussions, collaboration, presentations • Just-in-need activities: office hours, discussions

11. Chunking Strategies: Online

12. Examples: The Class Schedule • Distance Learning • Instructional Design/

13. https://docs.google.com/a/my.utsa.edu/document/d/1SLrIoxe4seVDpQ9DUlbUpv5rTun0RlRqoA91GhDtd2A/edit?hl=en_US&pli=1https://docs.google.com/a/my.utsa.edu/document/d/1SLrIoxe4seVDpQ9DUlbUpv5rTun0RlRqoA91GhDtd2A/edit?hl=en_US&pli=1

14. Activity: Case Analysis • Select one case in Blended Case Examples from wiki • What happens (or can) in the classroom? • What happens (or might) outside the classroom? • What works about how the course operates between the two modes?

15. Designing the blend

16. Core Considerations

17. Intervals? • Time needed to process new information • Time needed to prepare processed information • Time needed to respond (synchronous events) Recommendation: Provide time estimates for assignments and asynchronous activities.

18. Example Intervals Principle Application Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week) In chat, count to 10 before responding • Time is needed to process new information • Time is needed to prepare processed information • Time is needed to respond (synchronous events)

19. Blended Variation

20. Deciding What goes Where • Give them something in each mode that they want, need and/or cannot get any other way • Relate to their academic or personal interests: choices • Provide privileges/acknowledgements for meeting or exceeding expectations • Offer samples of work, peer reviews, benchmark assessments

21. Assignments should … • Serve a purpose • Require accountability • Offer options, when possible • Provide opportunity for practice • Be a bridge between locations • Be a part of something bigger –or- Be a source of feedback (informal or formal)

22. How do we delivery content online and prepare students for class?

23. Example: Inside a Bb course http://jolt.merlot.org/vol3no1/larson-daugherty.htm

24. Sequencing http://jolt.merlot.org/vol3no1/larson-daugherty.htm

25. Framing http://jolt.merlot.org/vol3no1/larson-daugherty.htm

26. Activity: Introduce content online? By introducing online, students can enter discussions anticipating interaction through: • Answers to provided questions • Hypotheses • Leading conversation • Other? Select a repository and identify a resource that could be used to introduce content • http://www.merlot.org • http://www.wisc-online.com/ • http://mcli.maricopa.edu/resources • http://archive.nmc.org/projects/lo/repositories.shtml • http://www.learning-objects.net/

27. Thoughts on Grouping: Variations

28. Activity: Making a blend • Using wiki document Blended Cases, select a course and open the course links. • Select one or two objectives or assignments • Determine • Where can assignment begin? • What will learners be given? • How will they know what to do? • What is their incentive? • What will they do where and when?

29. Mapping part II

30. Mapping Your Course: Part II • Redesign a module • Discuss: The checkpoint questions

31. Veronica Diaz

32. Discuss: Checkpoint Questions, II • In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode? Veronica Diaz

33. Discuss: Checkpoint Questions, II (1) How are you using the online or out of class time? To • reinforce content, • practice content, • demonstrate evidence of content mastery, • apply content, • add time on task, • introduce new content, or • other? (2) Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning? Veronica Diaz

34. Accountability and Integration • What is the role of out of class time? • How can I maximize the face-to-face class time? • How can I make sure my students are prepared for face-to-face class time? • Reinforcement • Practice • Provide evidence • Application • Additional time on task • Introduce new content • Other Reminder Veronica Diaz

35. Take-aways • Are your priorities & framework clear from the 1st day? • Does the blend start in class or online? • How do assignments support engagement and objectives? • How will Interaction be meaningful to the learner? • How will you ensure that students come prepared to class? Or that you know they’re not ready before class? • How can the blended delivery mode help you in supporting particular areas of difficulty in your course? Veronica Diaz

36. Patricia McGee, PhD Patricia.mcgee@utsa.edu This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/