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
1. 2.


4. 5.

I am currently teaching a blended course This past academic year I taught a blended course I plan to teach a blended course within the next academic calendar I’m curious Other






4.Blended at my college 1. 2. 5. 3. Is clearly defined Is up to me to decide Is defined but not clearly communicated or agreed upon I don’t really know None of the above 0% 1 0% 2 0% 3 0% 4 0% 5 .

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 Enhanced Blended Fully Online 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? .

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  .What’s In a Name? What you call it is not important.

True False 0% 1 0% 2 .Myth question “Blended learning = reduce classroom time therefore: Blended learning is half the work” 1. 2.

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  .

2. 1. I can simply move half of “my stuff” online and be done with it.Myth Question As I prepare for my Blended. True False 0% 1 0% 2 . some things clearly can be done online therefore.

produced higher quality projects.Faculty Report   Learn more in blended format Write better papers. and were capable of more meaningful discussions on course material when reflecting online . performed better on exams.

and the ability to apply theoretical models to real-world data  .As well as… Are better able to master concepts and apply what they have learned  Develop higher-order skills of critical thinking. problem-solving.

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  .

True False 0% 1 0% 2 .Myth Question Faculty have reported that Blended. 1. 2. is the “best of both worlds”. if designed well.

To Begin Instructional Strategies Learning Activities Assessment Techniques Objectives •Objectives 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 studentcentered 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 Preparing a Blended course from my face to face course will take no time at all. True False 0% 1 0% 2 . Most of it is already there! 1. 2.

March 2007 . let the content control the chunks Source: Blending In.Modules     Course content broken down into “chunks” Course structure in a repetitive manner allowing for easy navigation Content organized in conceptually related blocks Consistent. common sense. clear. logical. apply past experience.

Example Module Readings Video Writing Student Team Project Case/PBL Assessment .

Example Blended Courses  English Composition  General Psychology  Computer Programming  Elementary Statistics  Introductory Spanish  Others .

Pair.Think. 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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