Closing the loop: How to redesign a course for blended learning Alan Aycock, Ph.D. Learning Technology Center University of Wisconsin - Milwaukee ELI 2010 Online Fall Focus Session on Blended Learning September 15-16, 2010

Blended learning: terms of art Course and a half syndrome Closing the loop Integrate two learning environments Complement Elaborate Extend one another

What has this to do with faculty development? Best way to learn how to teach a blended course is to take one UW-Milwaukee’s faculty development program Two f2f half-day sessions two weeks apart During the interval, complete online assignments and participant interaction Acquire new teaching skills; get questions answered; produce actual course materials

Topics and Issues Covered Course Redesign Course Content Ten questions Online vs. F2F - Integration Designing learning modules Decision rubric for content choices Learning objects Course Evaluation Online Learning Community Progressive/summative Before, during, and after Self evaluation Peer evaluation Student evaluation Transitioning to Blended Teaching Synchronous/asynchronous Establishing voice Discussion forums Small groups Course Management Assessment Plan Helping Your Students Staying organized Managing workload Avoiding course and a half Rubrics CATs Templates Traditional formats Managing expectations Time management Technology support 4

Day One Face-to-Face Introduction of participants and staff Overview of requirements Discussion: 10 Key Questions for Course Design BREAK Presentation: Designing a Course Module Using Discussion Forums Breakout: Developing a Learning Module Presentation: Digital Content Delivery in Online and Blended Teaching Activity: Making Choices about Content Delivery Presentation: Grading your Students in Online and Blended Courses Activity: Drafting an Assessment Plan for your Course Evaluation of Program (Day 1)

Online assignments between face-to-face sessions Assignments build on Day One f2f In each case, samples and detailed instructions available online Participants post to discussion forum, respond to at least one other participant Assignments of progressive difficulty – learning module, assessment plan, draft syllabus Close the loop by bringing hardcopy syllabus to Day Two f2f for peer review breakout

Day Two Face-to-Face Discussion: Challenges to Course Redesign Activity: Critiquing Learning Modules Presentation: Promoting Active Learning Activity: Active Learning Strategies BREAK Presentation: Staying Organized and Helping Your Students Presentation: Course evaluation for online and blended courses Activity: Syllabus Peer Review Evaluation of Program (Day 2)

Further information University of Wisconsin-Milwaukee: http://bit.ly/axxAX2 (blended learning Web page) http://bit.ly/bmLkvr (link to presentations on blended learning) Email: LTC@uwm.edu Phone: 414.229.4319