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Getting started with your new

course

Introductions

• What do you hope to accomplish?

• How will you know if you accomplished it?

• What is your biggest concern in accomplishing your goal?

Overview

Process

Step 1: What is…?

What is blended or hybrid?

How is it different from face-to-face?

What are the similarities and differences with flipped?

What is online?

What is tech-enhanced?

snc2015.wikispaces.com

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A scholarly definition

At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper:

1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and

2. Where a portion (institutionally defined) of face-to-face time is replaced by online activity [2]. (Picciano, 2006, p. 97).

Conceptualization

Sloan-C/OLC definition

An institutional definition

Web-enhanced0 - 20%

Blended21 - 99%

Online100%

Blended 121 - 50%

Online withcommensurate

reduction in seat time

Blended 381 - 99%

Online withcommensurate

reduction in seat time

Blended 251 - 80%

Online withcommensurate

reduction in seat time

An institutional definition

Redefining your course

• F2F Online

• Low tech High tech

• Active Passive learning

• Integration Separation

A definition for students

Step 2: How is it different?

What considerations do you have when transforming your course to tech-enhanced, blended, online, or ? Specifically, What elements of your course design and your delivery will potentially change?

SNC2015.wikispaces.com

Pedagogical model

Content

Interactivity

Assessment

The 10 questions

Review the 10 questions, SNC15.wikispaces.com

Consider which question you find most important, intriguing, problematic, or surprising?

Pair with a partner, share which question you identified and your response in considering the question in your own course design.

Share with rest of us one highlight from your discussion

• Ten questions • Designing learning modules• Online vs. F2F - Integration

• Decision rubric for content choices

• Learning objects

Content

• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation

Course Evaluation

• Rubrics• CATs• Templates • Traditional formats

Assessment

• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups

Interactivity

• Managing expectations• Time management• Technology support

Helping Your Students

• Staying organized• Managing workload• Avoiding course and a half

Course Management

Course Redesign

Transitioning to digital learning

Considerations

Step 3: How to make it happen?

Thinking of content, interactivity, and assessment, what will you new course look like?

What do you have to do to transform your course for effective digital learning? What is your redesign plan?

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Pedagogical model

Backward design

What do you want your students to….do?

What evidence will you accept?

What learning activities will produce this evidence?

Planning a learning experience

Engaging content

Building cooperation

Encourage contact

Transform: Learning module design

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follow @tjoostentwitter.com/tjoosten

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Thank you