Download - Course Design for Blended Learning
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What’s your current process for course design?
Type your answer in the chat room.
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Course Design for Blended Learning
An ACS Blended Learning WebinarRebecca Frost DavisSeptember 14, 2012
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Participating in Today’s NITLE Seminar
Photo courtesy of http://www.flickr.com/photos/travelinlibrarian/3251345730/
Twitter: #blendedlearning RECORDING NOW
Presentation Materials
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3: Type chat here.
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Recent & Upcoming NITLE Seminars
• Blended Learning in a Liberal Arts Setting, September 12• Designing Online Resources to Enhance In-Class Interactions,
September 20, 4-5 pm EDT– Integrating online & face-to-face for blended learning in
liberal arts context.• FemTechNet: The First DOCC/A* Feminist MOOC, October 4,
4-5 pm EDT– Distributed Online Collaborative Course: Join this
networked learning experiment.• http://www.nitle.org/events/events_list.php
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Seminar Goals
• Learn about course design process for blended learning
• Discuss how blended learning fits the liberal arts environment
• Examine case studies for best practices• Practice course design process for blended
learning
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Defining Blended Learning
• “computer-mediated instruction that is combined with the interpersonal and interactive pedagogy that distinguishes the ACS institutions”. (from the ACS CFP for blended learning grants)
• http://colleges.org/blended_learning/index.html
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University of Central Florida
• “a portion of the traditional face-to-face instruction is replaced by web-based online learning” BlendKit Reader: Chapter 1
• Shortage of classroom space prompted move online
• http://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-1/
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Bryn Mawr College
• Courses in which students both participate in face-to-face classes and work through computer-based, interactive tutorials and quizzes that provide customized learning and instant feedback
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EXAMPLES OF BLENDED LEARNINGOur Case Studies
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Flipping the Classroom
• Dr. Jennifer Ebbeler, Associate Professor of Classics, University of Texas
• Classical Civilization 302, Introduction to Ancient Rome
• Recorded lectures (video + ppt)• Class time focused on ethics case studies
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Blended Learning in a Liberal Arts Setting
• Bryn Mawr College, NGLC grant-funded program• “Using Blended Learning in a Liberal Arts
Environment to Improve Developmental and Gatekeeper STEM Course Completion, Persistence, and College Completion”
• Computer-based, interactive tutorials and quizzes that provide customized learning and instant feedback, e.g., Open Learning Initiative modules
• http://nextgenlearning.blogs.brynmawr.edu/
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Intercampus Interaction or Collaboration
• Sunoikisis intercampus courses (ICCs) in advanced Greek & Latin
• SUNY-COIL Globally Networked Learning• FemTechNet: Distributed Online Collaborative
Course
Fall 2006 Sunoikisis ICCs
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Liberal Arts Fully Online
• Stetson University Summer Online: http://www.stetson.edu/other/online/summer/– Class meetings online in desktop videoconferencing
• University of Mary Washington Online Learning Initiative– Steven Greenlaw, Acting Director, University Teaching
Center, & Professor of Economics– Econ 201: Principles of Macroeconomics
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What’s your current process for course design?
Type your answer in the chat room.
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ADDIE Design Process
Analyze
Design
Develop
Implement
Evaluate
Iterate
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Backwards Design
1. Identify desired results2. Determine Acceptable Evidence3. Plan Learning Experiences
• Understanding by Design, Grant Wiggins and Jay McTighe– Cf. Mark Sample’s “
Planning a Class with Backward Design”
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Design for Flexible Learning
• Networked Learning• Connectivism: A Learning Theory for the
Digital Age.” elearnspace, December 12, 2004.• Creation of a knowledge ecology where the
learner can find their own pathways.• Networks of learners and content
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ADDIE Analysis: Why blend?
• Why do you want to do this? • What are your pedagogical goals? • What advantages do you expect that blending
will give you?• Answer in the chat room.
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Save Money or Resources
• Save money: fiscal motivations at institutional level: – compensate for limited classroom space (UCF)– effective use of information technology to improve
student learning outcomes and reduce the cost of higher education National Center for Academic Transformation
• Student convenience
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Improve Student Learning
• Department of Education, Evaluation of Evidence-Based Practices in Online Learning : A Meta-Analysis and Review of Online Learning Studies
• Enhance student engagement, e.g., getting the quiet ones engaged with online discussion or addressing multiple learning styles
• Student performance analytics & intentional learning (metacognition)
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Melt Space-Time Restrictions
• Free up more time for more meaningful interactions
• Expand the classroom• Bring more real world examples in the
classroom• Multiple and global perspectives• Navigate successfully in a digital world
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Liberal Arts Interaction as Goal
• “combined with the interpersonal and interactive pedagogy that distinguishes the ACS institutions”
• What kind of interaction do you want to preserve?
• Can the blended elements also promote interaction and active learning?
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Mary Washington University
1. Define liberal arts values2. Develop process to ensure values are
integrated3. Faculty development: thinking about
teaching and learning
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Defining Liberal Arts Values
• Five fundamental values of a liberal arts education: – Community– Interactivity– Active learning– Reflection– Self-directed learning
• What are yours? – Answer in the chat room.
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STEP 2: DESIGNADDIE
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Econ 201: Principles of Macroeconomics
• Online Course Proposal– Course description– Learning Objectives – Online Learning Environment Description– How will this course will meet the Mary
Washington liberal arts values?– How do course learning goals connect to Mary
Washington liberal arts values?
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DESIGN PRINCIPLESADDIE
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Advanced Planning
• Checklist for integrating digital humanities projects into courses with Kathryn Tomasek, Wheaton College– Connecting course & Project– Scaffolding & Chunking– Collaborative Teaching– Logistics
“This is where a little effort pays off.”
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Flexibility
• Current academic structures from industrial age– Cathy Davidson and David Goldberg,
Future of Learning Institutions in a Digital Age• What structures might blended learning help
you escape? • What structures do you have to keep in mind?
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Shifting Coverage of Content
• Making time for learning new platforms• Making time for experiential or problem-
based learning• Content determines timing• Online learning modules: students determine
coverage• Course work & time expectations?
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Figuring out Your Blend
Photo courtesy of Flickr User Chris Hunkeler http://www.flickr.com/photos/chrishunkeler/7123689937/in/photostream/
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Blend Options
• Asynchronous modules• Synchronous online interaction• Threaded discussion• Digital project work• Online elements for self-study• Modules with built-in feedback• Assessments• And many more . . .
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BlendKit
• Create ideal learning plan• Analyze the elements that can be delivered online
without compromising effectiveness• http://blended.online.ucf.edu/blendkit-course-diy-pr
oject-tasks/
• BlendKit2012 MOOC– Monday, September 24 to Monday, October 29, 2012– http://blended.online.ucf.edu/blendkit-course/
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Course Blueprint Course Blueprint
forMeeting Learning
Goals
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MixMap for Integration
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Consider Constraints
• Platform Availability– video chat, lecture capture, etc.
• Consult with Information Technology!!!!!• Finding or creating appropriate open
educational resources
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(Open) Educational Resources
• Open Learning Initiative: http://oli.cmu.edu/ • Bryn Mawr:
https://moodle.brynmawr.edu/course/view.php?id=762 • Open University in the UK: http://openlearn.open.ac.uk/ • MERLOT: www.merlot.org/ • Science activities: http://www.concord.org/activities • http://www.oercommons.org/ • http://owl.english.purdue.edu/ • Connexions: http://cnx.org/ • DHCommons: http://www.dhcommons.org
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Creating Resources
• Spohrer (Bryn Mawr) reports 50 hours• Designing Online Resources to Enhance In-Class Inter
actions, September 20, 4-5 pm EDT– Jeremy Donald, Mike Winiski, David Wright– Analyzing and Creating Maps– Beyond the (Online) Handbook: Writing Resources Designe
d for the Digital Environment
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ADDIE: Plan for Assessment & Iteration
• Talk to local assessment experts• Figure out what you want to evaluate in
advance• Make room for risk-taking– Middlebury College’s pass-fail course evaluations– Grants– Work with center for teaching & learning
• Repeat and Tweak
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ADDIE: Implementation
• Transparency with students• Avoid add-on model• Ensure coherence between F2F & online• Avoid direct conversion without recasting• Technology to promote learning not spectacle• Charles Henderson, Melissa Dancy, and Magdalena
Niewiadomska-Bugaj. “Use of Research-based Instructional Strategies in Introductory Physics: Where Do Faculty Leave the Innovation-decision Process?” Physical Review Special Topics—Physics Education Research 8, no. 020104 (2012): 1–15.