Blended by Design: Designing and Developing a Blended Course Jennifer Strickland, PhD,

 Introductions  Participants  Break into pairs  What is your “signature” teaching technique?  Shair

Program Overview Format  Hands-on, curriculum (re)design work  Team/individual work  Binder resources   Evaluations Topics  Day 1: Blended learning overview and technology  Day 2: Course redesign and engagement and quality assurance, technology  Day 3: Assessment, student success and collaboration, technology  Day 4: Academic integrity, copyright, technology

Learning Objectives  To understand blended learning  To identify and connect with the blended learning community  To accumulate resources that can be used today and in the future  To learn to use tools to convert into or create a blended course  To design a module and to understand the steps in doing so  To be introduced to the process of integrating technology in a meaningful way that promotes student learning  To understand basic principles in creating a high quality blended learning experience  To understand the implications of teaching in a blended environment

5-Minute University

An Overview of Blended Learning

Face-to-Face Course LecturesReadingsActivitiesResearch WritingProjectsDiscussionsDemonstrationsMultimediaCases Assessments Face2FaceBlendOnline

Getting from A to B

What is blended learning? Online The “Blend” Face-to- Face

The 10 Blended Questions As a Guide Throughout

Motivation …  A way to meet Net Gen student expectations  Attractive alternative to Face2Face instruction  A good match for the Net Gen’s visual, exploratory, participative learning preferences  Usually more work to design (at least at the beginning), but improved student engagement and achievement  The best of both worlds

The Optimal Model Teaching Opportunities  Allows for many diverse solutions to course problems  Enables the incorporation of new types of interactive and independent learning activities  Variety of online and in-class teaching strategies  Learn technologies while you learn your material Student Engagement  Potential to increase and extend instructor-student and student-student connectivity  Communicate online and face-to-face  Discussions started in class may be continued online  Students who rarely take part in class discussions are more likely to participate online  Integration of out-of- and in-class activities allows more effective use of traditional class time

 Learned more  Wrote better papers  Performed better on exams  Produced higher quality projects  Were capable of more meaningful discussions on course material  Were better able to master concepts and apply what they have learned  Developed higher-order skills of critical thinking, problem-solving, and the ability to apply theoretical models to real-world data Source: University of Central Florida Data, 2007

National data reports The Sloan Consortium

What can it look like?  The National Center for Academic Transformation   Replacement Model Summaries: m m  Syllabi review  Anthropology  Nursing  Spanish  Distance Learning

Blended course examples  American National Government (UCF) American National Government  Introductory Astronomy (UCB) Introductory Astronomy  Economic Statistics (UIUC) Economic Statistics  General Chemistry (UI) General Chemistry  Intermediate Spanish Transition (UTK) Intermediate Spanish Transition  General Chemistry (UWM) General Chemistry  College Composition (Tallahassee CC) College Composition  Computer Literacy (U of Buffalo, SUNY) Computer Literacy  English Composition (BYU) English Composition  General Psychology (CSU Pomona) General Psychology  Computer Programming (Drexel U) Computer Programming  Elementary Statistics (Penn State U) Elementary Statistics  Introductory Spanish (Portland State U) Introductory Spanish  Elementary Algebra (Riverside CC) Elementary Algebra  Six Innovative Course Redesign Practices Six Innovative Course Redesign Practices

Activity: Reviewing Blended Courses Individually  Browse as many blended course syllabi as possible  Review the NCAT redesign course examples  What did you observe to be different in the traditional course from the blended course In your Teams  Identify and agree upon unique features and strategies of blended courses  Report out

Review  Review of NCAT courses  Which ones did you review?  What did you observe to be different in the traditional course from the blended course?  Unique features and strategies used in blended courses?

Mapping Your Course, Part I  Handout: Mapping Your Course: re(Designing) a Course into Modules for Blended Delivery  Map out your face2face course from the syllabus and/or other documents  Identify the chunks in your course via the topics in your syllabi  Select one chunk to work with during the week

What can be done in the F2F classroom? Our Ideas  Complex and ill-structured content  Demonstration of complex skills – live  Practice of complex skills  Higher order discussions  Observation  Some team work Your Ideas

What can be done in the online classroom? Our Ideas  Student interaction that is primarily narrative  Group discussion  Group planning  Group analysis  Synthesis of content  Assessment  Research Your Ideas

What is the relationship between these two? Our Ideas  Product of online and class work  Assessment  Portion of a series of interrelated assignments  Discussion/reflection Your Ideas

Learning Technology and Blended Learning, Part I  Teaching and Learning with Technology  Learning-with-Technology-Summary Learning-with-Technology-Summary  Blogs  Wikis

Day 1 For Best Results  Complete Part I of Mapping your Course for your entire course and select a “chunk” or module for use in the remainder of the learnshop  Take the survey: Is Online Teaching Right For Me? ation.html?s= m ation.html?s= m