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Designing a Blended Course
Dr. Jennifer Spink Strickland
PVCC Instructional Technology
*note: this presentation uses Turning Technologies Student Response Systems
Which best applies to you
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1. I am currently teaching a blended course
2. This past academic year I taught a blended course
3. I plan to teach a blended course within the next academic calendar
4. I’m curious5. Other
Blended at my college
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1. Is clearly defined2. Is up to me to
decide3. Is defined but not
clearly communicated or agreed upon
4. I don’t really know5. None of the above
Objectives
To differentiate between online, blended and web-enhanced delivery formats
To be able to define blended learning Describe strengths of Blended format Identify strategies for designing online for a
Blended Format Locate valuable resources Define a module structure Describe “the blend”
Definitions
Blended
What is blended learning?What is blended learning?
Sloan-C Definition Blended learning courses combine online
and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.
Classroom attendance (“seat time”) is reduced.
Who is Sloan-C?
What’s In a Name?
What you call it is not important; but a defined and consistent model is
Blended learning is an optimized pedagogical approach
It is not, an arbitrary time division between online and F2F
Myth question
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1. True
2. False
“Blended learning = reduce classroom time therefore: Blended learning is half the work”
Benefits
Increased connectedness with students
Communicate both online and face-to-face
Potential to increase and extend instructor-student and student-student connectivity
More Benefits
Discussions started in class are continued online
Integration of out-of- and in-class activities allows more effective use of traditional class time
Students who rarely take part in class discussions are more likely to participate online
Myth Question
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1. True
2. False
As I prepare for my Blended, some things clearly can be done online therefore, I can simply move half of “my stuff” online and be done with it.
Faculty Report
Learn more in blended format
Write better papers, performed better on exams, produced higher quality projects, and were capable of more meaningful discussions on course material when reflecting online
As well as…
Are better able to master concepts and apply what they have learned
Develop higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data
Transform Pedagogy
Lead to using more participatory and student-centered learning activities
Transform the teacher-student relationship to be more centered on student learning
Transform the instructor role to be more facilitative and learner-centered
Myth Question
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1. True
2. False
Faculty have reported that Blended, if designed well, is the “best of both worlds”.
To Begin
•Objectives affect the design & content of your courseObjectives affect the design & content of your course
Questions to answer
What are the core concepts your students must learn for each module?
What do they need to know? What do they need to be able to do? What will they know as a result of my
instruction?
Objectives
Objectives should be clearly stated and easy for students to understand
Objectives should include content mastery skills and critical thinking skills
Redesign Process
Re-examine course goals and objectives Design learning activities to meet these
goals and objectives Effectively integrate the activities within
the online and face-to face meetings Ensure a transition between the two is
logical and clear
Consider
Make transition from lectures and presentation to a more student-centered active learning
Facilitate online discussions and small group activities
New forms of assessment of student
Redesign Work
Defining the blend Rethinking how to use class time Rethinking how to facilitate online
interaction Learn more about technology Budgeting time and starting redesign
Cautions Scheduling and communication
challenges as courses meet online and face-to-face
Work overload for faculty and students
Students need understand their active role in the learning environment
Myth Question
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1. True
2. False
Preparing a Blended course from my face to face course will take no time at all. Most of it is already there!
Modules Course content broken down into “chunks” Course structure in a repetitive manner allowing
for easy navigation Content organized in conceptually related
blocks Consistent, logical, clear, common sense, apply
past experience, let the content control the chunks
Source: Blending In, March 2007
Example Module
Example Blended Courses
English Composition General Psychology Computer Programming Elementary Statistics Introductory Spanish Others
Think, Pair, Share
What is your signature teaching technique?
How can you replicate that online? What technologies can assist you in
accomplishing this?
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