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Blended Redesign Workshop Center for Excellence in Learning and Teaching Sue Hines & Bob Andersen Saint Mary’s University of MN 2015

Blended redesign workshop 10 1-15

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Page 1: Blended redesign workshop 10 1-15

Blended Redesign Workshop

Center for Excellence in Learning and TeachingSue Hines & Bob Andersen

Saint Mary’s University of MN2015

Page 2: Blended redesign workshop 10 1-15

In this 2-hour session you will • Discover the unique qualities of a blended

course• Reflect on your instructional design process• Begin redesigning your course to a blended

course• Understand how to communicate your

blended course design in a syllabus

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In the next 2-hour session, you will

• Begin to identify learning technologies that best fit your blended course

• Apply basic Blackboard practices to design and deliver your blended course

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ActivityGet each rider on a horse.

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Oftentimes when we are learning to redesign our courses it can feel similar– A little frustrating– A little confusing– But once you do it….it’s fun!– And you might want to share it with others

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Blended Learning

What do you think it is?

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What do the experts say? Blended learning is an instructional delivery approach where

traditional face-2-face instruction&

online instruction

is combined.

It’s blended in such a way that

each format is made better and

enhanced by the presence of the

other

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Why?Because in-class instruction time

And replaced with

is reduced

online learning

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Ways to Think About Blended Learning

• Synchronous and Asynchronous• Instructor-led and Self-directed • Live & Collaborative and Self-paced & Individual• Deliberate and Experiential• Passive learning and Active learning

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Determining the “Blend”

• The f2f and online blended structure is determined for you.

• But how you design the f2f and online learning experience is up to you.

• There is no one set way to do it.It’s your choice

Sue Hines
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However, it’s not simply

• Bolting on online work to the existing course• Plugging in online discussion during “off weeks”• Using the online week for homework time• Adding technology to face-to-face learning• Converting face-to-face instruction to an online

environment

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Instead, blended courses

• Are redesigned, • Have a rhythm,• Provide a integrated, unified online and face-

to-face learning experience, and• Consider the advantages of the face-to-face

and online learning environment

F2F

Online

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Presentation In-class task

iPresent on iPads

i-Movie

Multi-media Prezi

Narrated Powerpoint

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Delivery mode suggestions:

In-Class / Face to Face• Course introduction• Collaborative processing• Complex dialogues• Project presentations• Question / answer sessions• Demonstrations• Practice and debrief• Debates• Role Plays• Peer reviewing

Out of class / online• Course content (various forms)• Preparatory learning• Quizzing• Videos • Contemplative discussion• Reflective work• Resource listing/sharing• Collaborative products• Inquiry-based activities

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Blended Rhythm

OUT OF CLASS

IN CLASS

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Step 1. Draw your rhythm (i.e. your face-to-face and online blend)

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Think about your integrated blended design

• What do I want my students to accomplish in my course?• What do I want my students to accomplish each session?

• What is the best blend, given my blended “rhythm”– What is best learned online?– What is best learned face-to-face?

• What teaching methods are the best fit?

Guiding Questions:

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Determining learning goals & teaching methods

• Think of one class session where you taught students to DO something new (i.e. mental task)

• On the backside of a post-it note write the mental task • On front side write your “go-to” method for teaching it • Exchange notes with table mate• Match the teaching method to the thinking level on

Bloom’s taxonomy• Pass it back to the “owner” • Does your method match your mental task?

Mental task“Go-to” teaching method

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Oftentimes we select teaching methods that are not the best fit for themental actions (skills) we’re trying to teach

Teaching

Method Mental task

Decoding the Disciplines by Middendorf & Pace 2004

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And oftentimes we teach a mental action without

considering the various cognitive levels

Create

Understand

Apply

Analyze

Evaluate

Know

Decoding the Disciplines by Middendorf & Pace 2004

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Bloom’s Basement

The first 3 are

hierarchical & essential

1

2

3

The top 3 are higher order thinking skills and NOT hierarchical

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Activity

• Jot down your mental action, again, on the provided card

• Rephrase it at 3 different Bloom’s taxonomy levels

Example: Critique a company’s marketing strategy Remember 1. Identify the 3 most common marketing strategies. Understand 2. Describe the 3 most common marketing strategies. Apply 3. Detect marketing strategies used for advertised products.

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• Exchange cards with a tablemate• Select a teaching method for each level • Write your suggested methods on the back of the

card • Pass it back

Shop for teaching methods

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Step 2. Establish a learning goal for each learning module

Course Title:Student Learning Objectives:

F2f or online?

Topical course content Learning goal SLOs being taught

Module 1

What are students expected to be able to DO by the end of the module?

Try to link the goal to the graded assignments

Module 2

Module 3

What is the course content to be taught for this week?

Give it a title

Which SLOs are being met?

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3. Create an instructional plan for each session (i.e. Teaching Methods)

Module #:Learning Goal/s:Online or F2F?:Incremental Mental Tasks

Learning activity(i.e. method)

Description Length of time

What are the incremental mental tasks needed to accomplish the learning goal?

What is the learning activity foreach mental task?

What does each activity involve?

Describe it so you can duplicate it in the future

How long does each activity take?

Think of Bloom’s Taxonomy

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4. Determine the instructional materials

Module #:Learning Goal/s:Online or F2F?:Incremental Mental Tasks

Learning activity(i.e. method)

Description Length of time Materials Needed

What are the incremental mental tasks needed to accomplish the learning goal?

What is the learning activity foreach mental task?

What does each activity involve?

Describe it so you can duplicate it in the future

How long does each activity take?

What instructional technology is needed?

What content materials?

Think of Bloom’s Taxonomy What physical

materials?

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The instructional designing process is key

• Approach the process as a course “redesign” opposed to “conversion”

• Realize that it takes time and effort

• Designing a blended course is best accomplished with an instructional designer and SME.– Bob & Sue; and you

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Indicators of effective blended course:

Clear expectations Student expectations for participation and criteria for academic success is clearly stated and understood. Directions for weekly activities is key!

Instructor as facilitator The instructor moves from distributor of knowledge to facilitator of learning.

Students as self-directed learners Instructor orients students to the “blended design” of the course. Success = Being responsible for your learning.

A community of learners The instructor and student work together to co-create the learning experience.

Integrated learning experience The learning experience represents an well-crafted integration of reading, online/out-of-class learning, and in-class activities to achieve the course learning

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Delivering a Blended Course5-step approach

1. Diagram the f2f and online “rhythm”2. Establish learning goal/s for each learning module 3. Create an instructional plan for each module4. Construct the learning modules in Blackboard®5. Communicate your course design in a syllabus6. Post your syllabus-in-progress on our Blended Bb

course site7. Regular feedback will be provided 8. The final syllabus draft goes to your program director

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Want to see an example?

See the Blended Course Example handout

Blended

Instructional Plan Blended

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Want to learn about online learning technologies?

Take it away……..…Bob!