Syllabus - Planning and Creating Blended and Online Courses IDC0003 3 Day

Baruch College Continuing and Professional Studies – Course SyllabusCourse : Planning and Creating Blended and Online Courses

Course Syllabus

Course Name: Planning & Creating Blended & Online Courses

Course InformationPrerequisites There are no prerequisites for this course

Required permissions None

Classroom location 130 Livingston Street

Meeting days May 19, 20, 21 (3 full day sessions)

Class hours 8:30 a.m. – 4:30 pm

Department location Room 116 1 Bernard Baruch WayNew York, NY 10010646-312-5000

Web page http://caps.baruch.cuny.edu

Instructor informationInstructor Name Jennifer Maddrell

Contact Phone Number (Optional)

E-mail address

Alternate contactsDepartment phone number

Emergency phone number

Department FAX

The instructor and Baruch College Continuing and Professional Studies reserve the right to make changes in scheduling and content at any time.

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Continuing and Professional Studies School PoliciesAttendance Policy International students in Certificate Programs can miss no more than 2

sessions without an excused absence. Please refer to Student handbook for definition of an excused absence.

Classroom safety/health

CAPS requests that there is to be no eating or drinking in the labs.

Cell phones and other electronic devices

Cell phones and other electronic devices should be turned off or placed on vibrate prior to the start of class.

Support services See http://www.baruch.cuny.edu/

Academic dishonesty Anyone caught cheating on a quiz, test, or any assignment will fail the course immediately and will be referred to the college for further disciplinary action. For more information on Baruch College’s honesty policy: http://www.baruch.cuny.edu/academic/academic_honesty.htm

Plagiarism Plagiarism occurs when you claim to be the originator or producer of words, opinions, facts, or number that belong to an author whose work you found online or in a book, magazine, or newspaper. Any student caught plagiarizing will immediately fail the course and will be referred to the College for further disciplinary action.

Students with disabilities

Baruch College is committed to making individuals with disabilities full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act (ADA) of 1990. It is the policy of Baruch College that no otherwise qualified individual with a disability shall be denied access to or participation in any program, service, or activity offered by the university. Individuals with disabilities have a right to request accommodations. If you require any special assistance or accommodation, please contact the instructor before the first class.

Smoking Smoking is NOT permitted in any building throughout the City University of New York system. This means NO SMOKING by anyone, anywhere.

Course PoliciesCourse Requirements

For successful completion of this course, students will master material presented in the readings and class sessions, communicate with others in class discussions, and complete all assignments and class activities.

Reading and Assignments

- Reading and assignments must be completed by the assigned due date.- All written assignments are to be completed to a professional and

business standard.

Class participation - Students are expected to participate in all classroom sessions.- This course is highly interactive and very experienced based. Students

should be prepared to participate in lively and professional discussions. - Respect for the opinions of others and openness to new ideas are vital

for all participants.- If you are unable to attend a session, it is your responsibility to inform the

instructor in advance of the session.

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http://www.baruch.cuny.edu/academic/academic_honesty.htm

http://www.baruch.cuny.edu/


Course PoliciesLateness - If you are unable to maintain the pace of the course, it is your

responsibility to inform the instructor as soon as possible.- Late assignments will only be accepted in dire situations (illness or other

emergency).

Course DescriptionCourse description

This course examines the process of planning and creating blended and online courses. The focus of the course in on course design, rather than specific authoring tools. The key steps of the instructional design process relative to online and blended course creation are covered. Students practice online course creation and planning approaches by utilizing analysis, design, development, implementation and evaluation instructional design processes.

Grading criteria Attendance and Class Participation: 100%

Recommended Learning ResourcesElectronic Course Packet (Recommended)

There are no required textbooks for the course. Documents related to this course are provided in an electronic Online and Blended Learning Course Packet at http://onlinelinks.pbwiki.com/ The packet contains recommended resources and electronic documents (prepared in standard .pdf, .doc or .ppt formats), as well as helpful links to Internet based resources.

Recommended books*:Bonk, C. J. and C. R. Graham (2006). The handbook of blended learning: global

perspectives, local designs. San Francisco, Pfeiffer.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction. Hoboken, NJ: J. Wiley.

* The recommended books in this section are not required for the course, but may be helpful as a resource for the preparation and facilitation of future training programs.

Recommended materials and supplies (outside of class)

- Personal Internet access to access course materials.- Personal standard desktop software to view and print electronic documents

contained in the Course Reading Packet.

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http://onlinelinks.pbwiki.com/


Course CalendarSchedule Learning Objectives

Session 1:

Introduction and Overview:

- Define the terms “online learning”, “blended learning” and “instructional design”- Describe the history, current status, and perceptions of blended and online learning- Describe the key features and environments employed by blended and online

courses- Provide examples of synchronous and asynchronous blended and online course

elements

Session 1:

Basic Instructional Design Principles:

- Explain the purpose and components of the instructional design process- Describe the key elements of an instructional design plan- Assess the adaptation of an instructional design plan for blended and online course

creation- Outline the functions of the key roles in blended and online course development

Session 1:

Instructional Design Plan:

- Analyze instructional problems and specify goals for an instructional program- Examine learner and context characteristics and evaluate instructional content and

task components for a given instructional scenario.- Recognize and describe the components of a sound learning objective- Explain the key considerations involved in selecting a content sequencing strategy- Select instructional strategies, media, and levels of interaction appropriate for a

course’s learning objectives- Consider assessment evaluation instruments to gauge attainment of objectives.

Session 2:

Learning and Instruction Theories:

- Compare key characteristics of behaviorist, cognitive and constructivist viewpoints- Discuss the critical elements of key instructional theories- Summarize the ways in which learning theories relate to instructional design

approaches

Session 2:

Facilitation of Blended and Online Courses:

- Describe the key differences between online and classroom facilitation- Discuss ways in which facilitators can anticipate and deal with common problems

faced by online learners- Identify the key characteristics and types of interaction in blended and online

learning- Examine strategies for creating a comfortable environment for adult learners and

encouraging participation in both synchronous and asynchronous environments- Assess the limitations of online environments in meeting the needs of learners

Session 2:

Existing and Emerging Educational Technology:

- Examine existing and emerging educational technologies to support blended and online learning

- Select appropriate technologies to support instructional activities.

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Session 2:

Copyright and Open Educational Resources:

- Define these terms- Discuss why these are important issues for online course developers to consider- Describe copyright issues arising for common activities on the Internet- Identify sources of open educational resources

Session 3:

Course Management Considerations:

- Discuss the key elements and considerations in managing a course development project

- Assess ways in which cost, time and scope affect the overall course development process

- Identify important attributes of a good project management- Describe important considerations for projects involving outside vendors.

Session 3:

Practicum:

- Apply the instructional design plan approaches discussed in this course to the creation of a course development plan

- Present group instructional design plans to class members- Peer critique design instructional plans

Instructor Bio

Jennifer Maddrell is the instructor for this course. Jennifer is an accomplished business professional with extensive management, marketing, strategic planning, and underwriting experience gained within managerial positions at Kemper Insurance Company, Chubb Group and Swiss Reinsurance America Corporation. She is skilled in staff development, instructional design, and training.

Jennifer is a graduate of the University of Wisconsin-Madison (Bachelors in Business Administration degree in Finance, Risk Management and Insurance), the University of Illinois at Chicago (Masters in Business Administration degree in Strategic Management and Marketing), and Indiana University (Masters in Education degree in Instructional Systems Technology). She is currently a student in the Instructional Design and Technology Ph.D. program within the Darden College of Education at Old Dominion University where she also works as a graduate research assistant. Jennifer is active in several online learning communities, including EdTechTalk.com where she has co-hosted over 100 live webcast programs. Join her every Sunday night at 7:00 p.m. for EdTechWeekly, a roundup of the latest news and resources related to education and technology at http://edtechtalk.com/live.

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http://edtechtalk.com/live