1

Blended by Design: Blended by Design: Designing and Developing a Designing and Developing a

Blended CourseBlended Course

Veronica Diaz, PhD, veronica.diaz@domail.maricopa.edu

Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edu

Laura Ballard, ballard@gatewaycc.edu

2

5-Minute University5-Minute University

3

Program OverviewProgram Overview

Format

Hands-on, curriculum (re)design work

Team/individual work

Support resources and tools

Blackboard site

http://ablendedmaricopa.pbwiki.com/

Evaluations

Topics

Day 1: Blended learning overview and redesign

Day 2: Course redesign and engagement

Day 3: Assessment, student success and collaboration

Day 4: Academic integrity, copyright, and quality assurance

4

Learning ObjectivesLearning Objectives

To understand blended learning

To identify and connect with the blended learning community

To accumulate resources that can be used today and in the future

To learn to use tools to convert into or create a blended course

To design a module and to understand the steps in doing so

To be introduced to the process of integrating technology in a meaningful way that promotes student learning

To understand basic principles in creating a high quality blended learning experience

To understand the implications of teaching in a blended environment

5

Facilitators

Participants Break into pairs What is blended learning What makes a good blended

course faculty member Post on the wiki

7

Face-to-FaceCourse

8

Getting from A to BGetting from A to B

9

What is blended What is blended learning? learning?

10

The 10 Blended The 10 Blended QuestionsQuestions

As a Guide Throughout

11

Motivation…Motivation…

A way to meet Net Gen student expectations Attractive alternative

to Face2Face instruction

A good match for the Net Gen’s visual, exploratory, participative learning preferences

Usually more work to design (at least at the beginning), but improved student engagement and achievement

The best of both worlds

12

The Optimal ModelThe Optimal Model

Teaching Opportunities

Allows for many diverse solutions to course problems

Enables the incorporation of new types of interactive and independent learning activities

Variety of online and in-class teaching strategies

Learn technologies while you learn your material

Student Engagement

Potential to increase and extend instructor-student and student-student connectivity

Communicate online and face-to-face

Discussions started in class may be continued online

Students who rarely take part in class discussions are more likely to participate online

Integration of out-of- and in-class activities allows more effective use of traditional class time

13

Learned more Wrote better papers Performed better on exams Produced higher quality

projects Were capable of more

meaningful discussions on course material

Were better able to master concepts and apply what they have learned

Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data

Source: University of Central Florida Data, 2007

14

The Sloan Consortium

National data reportsNational data reports

15

What can it look like?What can it look like?

The National Center for Academic Transformation http://www.thencat.org Replacement Model Examples:

http://thencat.org/PCR/model_replace_all.htm

Syllabi review on Blackboard Anthropology Nursing Spanish Distance Learning

16

Blended course Blended course examplesexamples

American National Government (UCF)

Introductory Astronomy (UCB)

Economic Statistics (UIUC)

General Chemistry (UI)

Intermediate Spanish Transition (UTK)

General Chemistry (UWM)

College Composition (Tallahassee CC)

Computer Literacy (U of Buffalo, SUNY)

English Composition (BYU)

General Psychology (CSU Pomona)

Computer Programming (Drexel U)

Elementary Statistics (Penn State U)

Introductory Spanish (Portland State U)

Elementary Algebra (Riverside CC)

Six Innovative Course Redesign Practices

17

Activity: Reviewing Activity: Reviewing Blended Courses Blended Courses

Individually

Browse as many blended course syllabi as possible

Review the NCAT redesign course examples

What did you observe to be different in the traditional course from the blended course

In your Teams

Identify and agree upon unique features and strategies of blended courses

Report out

19

Activity: Mapping Activity: Mapping Your Course, Part IYour Course, Part I

Handout: Mapping your Course Part I

Map out your face2face course from the syllabus and/or other documents

Identify the chunks in your course via the topics in your syllabi

Select one chunk to work with during the week

Report out to group

20

What can be done What can be done in the classroom?in the classroom?

Our Ideas

Complex and ill-structured content

Demonstration of complex skills – live

Practice of complex skills

Higher order discussions

Observation

Some team work

Your Ideas

21

What can be done in What can be done in the online classroom?the online classroom?

Our Ideas

Student interaction that is primarily narrative

Group discussion

Group planning

Group analysis

Synthesis of content

Assessment

Research

Your Ideas

22

What is the relationship What is the relationship between these two?between these two?

Our Ideas

Product of online and class work

Assessment Portion of a series of

interrelated assignments

Discussion/reflection

Your Ideas

23

Bloom’s Bloom’s Taxonomy Taxonomy

Focus on cognitive

Focus on measure of learning

Focus on learner