Asst.Prof.Dr.Surasak Mungsing

Kim N Stevenson & Loretta B. Powers

ADDIE ASSURE

Analyze Design Develop Implement

Evaluate

AAnalyze Learners SState Learning Objectives (or Outcomes) SSelect Methods, Media and Materials UUtilize Method, Media and Materials RRequired Learner Participation EEvaluation and Revise

Good instructors prepare course materials with their learners in mind

. Identify learners and the

contexts/environments in which they will be learning.

Analyze your audience based on the following:◦ General characteristics.◦ Specific entry competencies – knowledge,

skills, and attitudes about the topic at hand.

◦ Learning style. In online learning situations, self-direction on the part of the learner is especially critical.

Nine Patterns

OfThinking

Verbal-LinguisticFocus thinking on language:

speaking, writing, reading, listening

NaturalistLoves the outdoors,

appreciates flora and fauna species, nature

InterpersonalOriented toward social or

group relationship

Visual-SpatialOrganizes things spatially; thinks in

images; imaginative

IntrapersonalIntuitive & introspective: self-

knowledge (not introverted but reserved)

Musical Responds to acoustic

patterns, sounds, rhythms, and tempo

Logical-MathematicalReasoning & thinking: inductive and deductive logic, numeration,

abstract patterns

Bodily-KinestheticInvolves physical movement and knowledge of the body; usually large muscle activity;

(Howard Gardner – Harvard University -1983 & Rev 2004)

ExistentialistLearn in the context of where

humankind stands in the “big Picture” of existence

There are 9 Multiple Intelligences now. Read more about it here: http://surfaquarium.com/MI/nine_intelligences.pdf

http://surfaquarium.com/MI/mi_domains.htm

Determine your Learning Style by taking this Learning Style Inventory:

Print Out Survey: http://surfaquarium.com/MI/inventory.htm

Online Survey: http://www.berghuis.co.nz/abiator/lsi/lsitest1.html

True or False

Students who enroll in an online course will be comfortable with the technology they need to use.

True or False

Students will enter the course with an appropriate degree of literacy.

True or False

Student access to technology will vary.

True or False

Students know how to find resources on the World Wide Web.

Performance setting Transfer Don’t be limited by being online

Ask your students Ask the Help Desk Don’t get carried away by “zippies” Explore alternatives

State in terms of what the learner will be able to think, do, or feel as a result of the instruction.

Outcomes guide all subsequent teaching activities.

Measurable, succinct, and use specific action verbs and simple (not compound) sentences.

Include conditions of “performance” and the minimum degree of acceptable performance

Focus on what the learner needs to know, not the instructor!

We will be using the ABCD Model to write objectives.

AAudience◦ Audience, Who are your Students?

BBehavior◦ Behavior to be demonstrated

CCondition◦ Conditions under which the behavior will be

observed Degree

◦ Degree to which the learned skills are to be mastered

Given all the basic shapes - cone, cylinder, cube, and sphere (condition), each second-semester geometry student (audience) will identify (behavior) orally each shape (degree).

Using tape recorded readings of the tryout sessions for the school play (condition), students in the drama class (audience) will select (behavior) the proper voice for each character as indicated in the drama text (degree).

1. Increase the student's ability to visually identify and note white cells on a differential.

2. Know what effects symbolism has in the short story "Young Goodman Brown".

3. Students will type text using home key methods. (Keyboarding class)

4. Find articles on the Internet to use in methods research paper.

5. Student will enjoy working in groups.

Poor: Increase the student's ability to visually identify and note white cells on a differential.

Better: By the conclusion of this lesson, the student will identify and label correctly all white cells on differentials using a microscope and photographs of white cells found on the CD ROM that accompanied the assigned text book.

Poor: Know what effects symbolism has in the short story "Young Goodman Brown".

Better: The student will identify and discuss the effects of symbolism in the short story “Young Goodman Brown” using their text, and PC with word processing software in one hour.

Poor: Students will type text using home key methods. ( Keyboarding class)

Better: After four weeks of keyboard instruction, students will type four paragraphs of text in five minutes using the home key method. Three errors or less will be considered as meeting the objective.

Poor: Find articles on the Internet to use in methods research paper.

Better: Given the criteria of what research articles are, the student will use the Internet and a search engine to locate and select three articles for a research paper.

Poor: Student will enjoy working in groups. Better: Given the opportunity to work in groups

during several sessions of the class, the students will demonstrate an increase in positive attitude towards working in groups, as measured by an attitudinal survey given by the end of the class.

Crucial! First, choose the best instructional methods.

(Lecture, Group work, Field Trip) Then select available media and materials,

modify existing media and materials, or design new ones. (images, photos, multimedia, video, audio.)

MERLOT is a free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected here along with annotations such as peer reviews and assignments.

Plan how to use materials.

Media and materials always need to be previewed and tested ahead of time.

Especially in new courses and when new technologies are used.

When using Blackboard course management system, post a welcome announcement with descriptions of all navigation buttons and encourage exploration.

Make sure all hyperlinks are current and working. Post Discussion Board questions ahead of time.

Check to be sure Chat Room is working properly and you are familiar with the controls.

Post Discussion Board questions ahead of time.

Check all posted/added multimedia files to be sure they are loading and working appropriately.

Update your faculty information (i.e., office hours)

Make sure Syllabus is updated (i.e., new grading scale, etc.)

Prepare test and quizzes ahead of time. Be sure you have blocked off time on your daily

calendar to provide timely feedback to student email, discussion board postings, and grading of assignments. You are their guide and facilitator and your presence should be felt.

Save email text and announcement text in a word processing document so that you can reuse and revise this information from semester to semester rather than composing from scratch. This is a time saver!

There are three major types of interaction in distance learning and the best online instruction facilitates all three types (Moore & Kearsley, 1996) :

Learner-to-Instructor Learner-to-Learner Learner-to-Content

Prompt feedback is a must! Collaborative learning can be helpful in

creating the feeling of a virtual learning community.

I will "listen" to others respectfully.

Online learning is devoid of physical cues that often support communication. I will strive to utilize language that is thoughtful, respectful, and collegial when communicating with my fellow students.

When I disagree with someone, I will critique his or her ideas in a respectful and constructive manner.

I will direct my comments to my fellow students, rather than to the professor.

I will try to understand other people's behavior and perspectives rather than simply criticizing them.

I will avoid stereotypes and humor that are disparaging of others.

I will intervene politely if I notice people are being disrespectful or unfair to others.

Make your expectations clear Encourage divergent opinions Watch out for the pitfall of judging quantity

not quality of postings

Hannah, D. E. , Glowachki-Dudka, M. and Conceicao-Runlee, S. (2000) 147 Practical Tips for Teachng Online Groups- Essentials of Web-Based Education

•Student as leaders

•Ask students to bring in personal/professional experiences

Beginning online learners need structure to keep them on task.

Don’t be afraid to set due dates.

•Make sure all are participating in the conversation and not just one person up there on a soap box.

•Don’t try to control the conversation.

•Don’t need to respond to every posting, in fact, your absolutely shouldn’t.

Model the behavior you want to see Introduction

Respond to student introductions

When responding, include a student’s relevant remarks in quotes

Unrelated to course topic Let students “socialize” before class Examples: Tea Room, Coffee Shop, After

Hours

Wait View it as a positive development May want to suggest students wait 24 hours

before responding to a post they perceive as negative

Extreme problems should be dealt with outside the public forum

Assessment

Virtual office hours

Be aware of time differences

All instruction, no matter how well designed, should be evaluated in terms of its effectiveness and quality.

Ask question like:◦ Did the learner meet the objectives?◦ Did the instructional strategies and media assist

the learners in meeting intended outcomes?◦ If not, why not.

Formative and summative evaluations can both be helpful in revising instruction for the next time around.

How will you determine whether or not your students met the lessons objectives?

How will you determine the media effectiveness?

How will you determine whether or not your own performance as instructor/facilitator was effective?

Traditionally, teaching assessments are conducted at the end of a course - a practice precluding students from offering constructive feedback while they are still in the course. However, conducting instructor-designed and administered web-based course assessments opens a proactive dialogue with students about teaching, the course, and the entire learning process

http://www.getfast.ca

Blended Learning SymposiumBlended Learning Symposium

1. Good practice encourages contacts between students and faculty.◦ Faculty are able to communicate both F2F and online

with students. F2F time can be used to clarify ideas, instructions, etc. that are

more difficult for the faculty member to convey in written form online.

Online communication between the students and faculty can help prevent redundant, administrative questions freeing up faculty member’s time for quality interactions.

◦ F2F meetings with faculty provide opportunities for teacher immediacy behaviors, which may improve students’ motivation and learning (Christophel, 1990; Richardson & Swan, 2003)

2. Good practice develops reciprocity and cooperation among students.◦ Combined format of F2F and online activities

provides opportunities for pre-work, continued discussions and access to resources that can enhance, build on and extend F2F discussions (Martyn, 2003; Sands, 2002).

◦ Through blended learning, face-to-face activities can be used to create social presence among students and then online activities can be used to sustain it and use it to support collaboration (Garrison, in press).

2. Good practice develops reciprocity and cooperation among students (continued).

◦ According to Media Synchronicity Theory (Kerres & DeWitt; 2003): Online activities may be better for exchange of

information and the creation and distribution of knowledge due to low feedback and low parallelism.

Face-to-Face meetings may be better for shared information and convergent learning tasks (communication establishes a common ground for sharing knowledge and therefore narrows misinterpretations of information) due to high feedback and low parallelism.

Task and communication requirements of learners are not static so the longer the group exists, the less they will rely on high synchronous media.

3. Good practice uses active learning techniques.◦ F2F meetings should be combined and sequenced with

online elements in a manner that permits students to talk about what they are learning, write reflectively about it, relate it to past experiences, create projects and apply it to their daily lives (Sands, 2002)

◦ Blended learning should create a shift from lecture- to student-centered instruction where the students become active and interactive learners in both the online and F2F versions (Dziuban, Hartman, & Moskal, 2004).

◦ Students report that they become more active in their learning and gain technological empowerment that expands beyond the confinement of a traditional course (Dziuban, Hartman, & Moskal, 2004)

4. Good practice gives prompt feedback.◦ Hybrid courses permit many different means of

providing feedback to students, as in a fully online course (Martyn, 2003).

◦ Teacher immediacy behaviors displayed in F2F meetings may lessen misinterpretation of feedback by students.

5. Good practice emphasizes time on task.

◦ Initial F2F meeting provides opportunity for instructor to emphasize the need for time management skills.

◦ F2F meeting can serve as anchor for students’ learning experiences, as they attempt to deal with the increased level of engagement and connectivity required by a blended learning format (Dziuban, Hartman, & Moskal, 2004) .

◦ Time flexibility of the blended learning format is ideal for students who work, have children, etc. (Aycock, Garnham & Kaleta, 2002; Martyn, 2003).

6. Good practice communicates high expectations.

◦ Holding first F2F session permits instructor to clearly state course format, learning outcomes, expectations, time requirements and means of assessment (Martyn, 2003).

◦ Online feedback reinforces what was discussed in F2F meeting.

7. Good practice respects diverse talents and ways of learning.◦ Initial F2F meeting permits instructor to get all students

to the same level in terms of required technology (Martyn, 2003).

◦ Students can communicate in the medium that they are most comfortable (Martyn, 2003).

◦ Opportunities to bridge generations; it provides the F2F contact requested by the baby boomers, the independence preferred by the Gen-Xers, and the interaction and sense of community desired by Net Geners (Hartman, Moskal & Dziuban, 2005).

◦ Blended Learning provides a means for lifelong learning (Bleed, 2001).

1. Redesign your courses to integrate the face-to-face and online learning. (Aycock, Garnham & Kaleta, 2002; Sands, 2002)

• Emphasize pedagogy over technology.• Match learning objectives with learning activities,

and then determine if F2F or online will give the best results.

• Identify what isn’t working in the current F2F version and determine if there is way to do it better in an online environment.

• See Garrison and Archer (2000), Kerres & DeWitt (2003) and Troha (2002) for models.

2. Make information about the course available at the time of registration and include a detailed description about what a hybrid course entails (Aycock, Garnham & Kaleta, 2002).

◦ Give a clear explanation about the model and why it was chosen for this particular course.

◦ Post the syllabus on ANGEL under the Syllabus tab, where potential students can see it.

◦ Create a link off the online schedule of courses or your department’s site to a web page with information about the course.

3. Hold an initial, kick-off meeting that will serve the following purposes (Kerres & DeWitt, 2003; Martyn, 2003; Bersin, 2004):

◦ Build a sense of community that will continue throughout the course.

◦ Familiarize students with the technology.◦ Present a course overview (syllabus, learning

outcomes, assessments, assignments and projects.)◦ Review the expectations of course and ensure the

students know that online courses are more convenient, not easier.

◦ Go through the consequences of not completing the required work.

4. Stress the importance of time management skills in a hybrid course (Aycock, Garnham & Kaleta, 2002; Sands, 2002).

◦ Provide resources for those students who need assistance in time management skills.

◦ Survey students about their perceptions and address any misconceptions.

◦ Provide a detailed syllabus or course schedule which clearly indicates whether activities are online or face-to-face along with the specific due dates and times.

5. If using teams, do the following:• Use early F2F meetings to build rapport among

team members, and decrease these meetings as semester goes on. (Kerres & DeWitt, 2003).

• Create an introductions message board and have the students respond to questions that will help build rapport among group members.

6. Always remember that F2F is “expensive” (in terms of travel, work commitments, child care, time, etc.) to learners and continually ask yourself the same question as the learners: “Was it necessary that I came here to participate in this F2F activity?” (Kerres & DeWitt, 2003).

1. Simply “tack on” online content to existing course; instead, be sure to redesign and integrate. (Aycock, Garnham & Kaleta, 2002; Sands, 2002).

2. Hold F2F meetings that have no clear purpose. (Aycock, Garnham & Kaleta, 2002)

3. Assume that the students understand what a blended/hybrid course entails. (Aycock, Garnham & Kaleta, 2002; Sands, 2002)

4. Overwhelm students with combined requirements of F2F and online activities because this interferes with the inquiry process and will prevent a deep and meaningful learning experience. (Aycock, Garnham & Kaleta, 2002; Sands, 2002; Garrison, in press)

Examples of what to do during a F2F session:◦ Deliver basic information about the course and the used technology/tools.◦ Get to know each other.◦ Establish learning groups and rules for group work.◦ Present group work.◦ Carry out exams and evaluations.◦ Attend a performance, presentation, training session by an expert in the field.◦ Assess practical skills such as counselor-client or nurse-patient interactions.

Examples of what to do online:◦ Create a threaded discussion for learners to access after training lets them

stay in touch with classmates to ask questions, share insights, and post resources.

◦ Provide a list of available resources for additional information.◦ Access experts (via video, podcast, chat, etc.) who are unable to attend a

classroom session.◦ Use blogs to reflect on learning experiences.◦ Complete “pre-work” (readings with quizzes, case studies, team discussions, I-

study modules, etc.) to prepare students for F2F sessions.

The Thomson Job Impact Study – Microsoft Excel Training (2002)

Two-year study launched in 1999 compared learning outcomes of 128 learners completing Microsoft Excel training in either a blended learning group, online group and control group.

Components of the blended course included:◦ Five increasingly challenging, scenario-based exercises with real world

contexts.◦ Stand-alone learning objects that are tied to individual’s specific needs,

and located through a “Training Matrix.” ◦ Integration of Actual Software along with feedback in the online

environment.◦ Access to a mentor in an online forum (24/7).◦ Authentic Assessment where learners’ skills are assessed using real-world

tasks performed with the actual application.

The Thomson Job Impact Study (cont’d)

Results of the study showed that the blended learning group: Performed tasks with 30% more accuracy than the group that

received online instruction and with 159% more accuracy than the control group (no training).

Performed real-world tasks 41 percent faster than the e-learning group.

For more information see White Paper located at: http://www.delmarlearning.com/resources/job_impact_study_whitepaper.pdf

Toshiba Corporation – Sales Program (2003)

Special weekly Training Program, an eight-week training initiative introduces new dealers and their sales representatives to their new office products, was adapted into a new blended format, called “Training to Go.”

The new format consisted of: Self-paced online self-study modules. Module tests that must be passed with a score of 80% or better before taking

the final exam. Online activities combined with downloadable worksheets to be completed and

reviewed by the manager. Downloadable manager’s guide allowing managers to quickly chart the

progress of participants. A two-day, F2F, hands-on seminar.

Toshiba Corporation (cont’d)

Follow-up studies showed: Increased enrollment (16%). Improved learning that impacted performance (the company using the

blended format archived 100% transition to its product line within 6 months; whereas the company using the old training format took 10-12 months to complete the transition.)

Better retention employee rates under the old format were 83% at 3 months, 72% at 6 months and 60% at 9 months; compared to the blended learning format which was 94% at 3 months, 92% at 6 months and 92% at nine months.

For more information see: http://www.learningcircuits.org/2005/nov2005/0511_Toshiba_Harris.htm

Baldwin-Wallace College, Cleveland Ohio (2003)

First Class was a four-hour F2F meeting for the purpose of orientation and included: ◦ Introduction to and hands-on practice of course management

system.◦ A take-home “quick tips” sheet that explained how to download

course materials from home.◦ Outline of the course along with learning outcomes, assessments

and projects.◦ Refreshments and socializing to build a sense of community.

Last Class was a F2F meeting for the purpose of closure and included:◦ Taking final exam.◦ Opportunity for students to resolve problems with faculty, give feedback

or ask questions.◦ Opportunity for faculty to return papers and projects.

Baldwin-Wallace College (cont’d)

Between the first and last class meetings, students worked online and communicated with the faculty and other students via chat, email, and online threaded discussions. More specifically:◦ Course management system’s email for student-student and student-faculty

communications.◦ Weekly 1-2 hour chat with the faculty to clarify course concepts where

students read text, reviewed chat outline and took a quiz to prepare to respond to thought-provoking questions asked by faculty.

◦ Weekly timed online quizzes with immediate feedback for students to test their understanding of the material and keep up with the pace of the course.

◦ Discussion board for discussions about course material (application to work, real life and the news) and to handle student questions (technical, content-oriented, and related to assignments) – also serves to build community.

Baldwin-Wallace College (cont’d)

During a 2-year period, eight classes using the hybrid model were offered:

Retention rate was a near 100% (only 1 of 107 students dropped the course). Students in the hybrid course achieved learning outcomes at a level equal to

or higher than the traditional F2F classes. Projects completed by the students in the hybrid sections were assessed by

outside assessors using a blind process received scores that averaged between 10-12% higher than those written by students in the traditional lecture format.

For more information see:http://www.educause.edu/ir/library/pdf/eqm0313.pdf

Brigham Young University – Introductory Instructional Design Course (2003)

Introductory course with no prerequisites served as a core requirement for graduate students but frequently undergraduates and graduates from other departments or non-degree-seeking students enrolled in the course.

Traditional F2F Format:◦ Textbook readings.◦ Written assignments or participation in online discussions about

key ideas.◦ Synthesis of course objective through completion of a final course

project.◦ Course meetings that took up approximately 6 hours per week.

Brigham Young University (cont’d)

After a needs assessment and topical analysis, redesigned course to create a hybrid course using constructivist pedagogy.

Blended Course Redesign:◦ Course project drives each student’s personal curricular agenda

throughout the course.◦ Students identified and designed a solution to a problem and created a

prototype or storyboard for a typical component or lesson.◦ Students compiled a personal instructional design handbook by creating an

annotated list of articles, examples, design tools, and other reference tools.◦ Students completed 14 assignments to provide scaffolding to guide

students in achieving the course goals.

Brigham Young University (cont’d)

Blended Course Delivery:◦ Students met F2F for approximately 25% of the course (90

minutes per week).◦ F2F time was spent on introductions and review of course

procedures; discussions about assignments and projects; responding to students’ questions; and making final project presentations.

◦ Online was used for individual and group communication in forums; presenting and defining course assignments and projects; and providing resources, tools and examples.

Brigham Young University (cont’d)Results showed that all students marked “agree” or “strongly agree” to the following statements:◦ I found the course to be interesting and motivating.◦ The course projects were meaningful in achieving their personal goals.◦ The time spent on the computer was worthwhile.

With regard to rather the right amount of time was spent in the F2F portion of the course, students varied in their responses from disagree to strongly agree.

Concluded that a blended course was an effective strategy when trying to implement constructivist pedagogy; however, it placed high demands on the instructor’s time.