1 Blended by Design: Designing and Developing a Blended Course Veronica Diaz, PhD, veronica.diaz@domail.maricopa.eduveronica.diaz@domail.maricopa.edu Jennifer.

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Blended by Design: Designing and Developing a

Blended Course

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

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

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5-Minute University

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Program Overview

Format

Hands-on, curriculum (re)design work

Team/individual work

Binder resources

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

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Learning 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

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Who are we?

Facilitators

Participants Break into pairs What is your “signature”

teaching technique? Share

Day 1:An Overview of

Blended Learning and Redesign

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Face-to-FaceCourse

Lectures

Readings

Activities

Research

WritingProje

cts Discussions

Demonstrations

Multimedia

Cases

Assessments

Face2Face

Blend

Online

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Getting from A to B

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What is blended learning?

OnlineThe “Blend”Face-to-Face

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The 10 Blended Questions

As a Guide Throughout

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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

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The 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

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

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Faculty report that students…

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

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The Sloan Consortium

National data reports

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What can it look like?

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

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

Syllabi review Anthropology Nursing Spanish Distance Learning

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Blended course examples

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

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Activity: Reviewing 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

Break

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Activity: Mapping Your Course, Part I

Handout: Mapping your Course

Map out your face-2-face course from the syllabus and/or other course documents

Identify the chunks in your course via the topics or learning objectives in your syllabus

Select one chunk to work with during the week

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What can be done in the F2F classroom?

Your Ideas Our Ideas

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What can be done in the online classroom?

Your Ideas Our Ideas

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What is the relationship between these two?

Your Ideas Our Ideas

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Bloom’s Taxonomy

Focus on learner

Focus on measure of learning

evaluate

analyze

apply

understand

remember

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Bloom’s Digital Taxonomy

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Learning Technology and Blended Learning,

Part I Teaching and Learning with Technology

http://ablendedmaricopa.pbwiki.com/Teaching-and-Learning-with-Technology-Summary

Blogs Wikis

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Day 1 Homework

Day 1 Homework (due prior to the second workshop) Complete Part I of Mapping your Course for your entire

course and select a “chunk” or module for use in the remainder of the learnshop

Take the Is Online Teaching Right For Me? survey at http://www.onlinelearning.net/InstructorCommunity/selfevaluation.html?s=526.00201492m.0928012120; please review areas for improvement and consider ways to further develop your skills

Read and review the Quality Matters rubric standards at http://qminstitute.org/home/Public%20Library/About%20QM/RubricStandards2008-2010.pdf (also in your binder) and describe how your course elements have been or will be designed to address each of these areas; this assignment will be about 2 pages long when completed and is due on the last day of the learnshop