1. 1 Begin the Transformation: Mapping the Course DOWNLOAD ME! http://tinyurl.com/blended-design

2. 2 Begin the Transformation: Mapping the Course Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative, EDUCAUSE Go to Wiki

3. 3 Begin the Transformation: Mapping the Course Your Redesign Toolbox Have these handy – Using Bloom’s Taxonomy for Objective Development – Mapping Your Course: re(Designing) for Blended Delivery – Blended Course and Syllabus Samples (website from wiki) – Aligning Your Course Components for Blended Delivery

4. 4 Begin the Transformation: Mapping the Course Converting or Creating? Pros and cons Pitfalls and opportunities Blended Face to Face OnlineNewBlended

5. 5 Begin the Transformation: Mapping the Course 3 Basic Redesign Steps 1.Identify course content for each module 2.Write learning objectives for each module 3.Consider each learning objective or each learning objective set and reference and utilize diverse instructional strategy possibilities

6. 6 Begin the Transformation: Mapping the Course Starting with Objectives Bloom’s Taxonomy Address depth of learning First step in creating modules Guide alignment

7. 7 Begin the Transformation: Mapping the Course Bloom’s Taxonomy Focus on learner performance/outcomes 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? – What can they learn in other ways? create evaluate analyze apply understand remember

8. Bloom’s Digital Taxonomy

9. 9 Begin the Transformation: Mapping the Course Why Modules? “7 +/-2 rule” Support consistency in look and feel Easier to find course content Content becomes/feels more manageable Prevents information overload Allows students to focus on content rather than form Source: Blending In, March 2007

10. 10 Begin the Transformation: Mapping the Course Module Possibilities Content “chunks” Let the content set the chunks Content organized in conceptually related blocks Source: Blending In, March 2007 ReadingsVideoProject Assessment Writing

11. 11 Begin the Transformation: Mapping the Course Course Organization Dates/week Topic Readings Section Unit Module

12. LecturesReadingsActivitiesResearch WritingProjectsDiscussionsDemonstrationsMultimediaCases Assessments Face2FaceOnline

13. 13 Begin the Transformation: Mapping the Course 5 Principles of Successful Course Redesign Redesign the whole course. Encourage active learning. Provide students with individualized assistance. Build in ongoing assessment and prompt feedback. Ensure sufficient time on task and monitor student progress. http://thencat.org/PlanRes/R2R_PrinCR.htm

14. 14 Begin the Transformation: Mapping the Course

15. 15 Begin the Transformation: Mapping the Course

16. 16 Begin the Transformation: Mapping the Course

17. 17 Begin the Transformation: Mapping the Course Mapping Your Course: Part I DO: 40 MINUTES Review current course Map current course (may do portion) Map a selected module READ & DISCUSS: 10 MINUTES The checkpoint questions

18. 18 Begin the Transformation: Mapping the Course Discuss: Checkpoint Questions, I In your original (pre-redesigned) course, how well balanced was the content between what the instructor does and what the student does to deliver and interact with the course content? How granular, action-oriented, and specific are your current course objectives? Are they such that they are able to guide you through a redesign process?

19. 19 Begin the Transformation: Mapping the Course Discuss: Checkpoint Questions, I Are their any segments of your module where you or your students have had particular difficulty in conveying or comprehending course content or concepts? – In other words, could the course redesign help you to improve or address particular challenges in the course?

20. 20 Begin the Transformation: Mapping the Course Discuss: Checkpoint Questions, I How rich and diverse are the activities in the original (pre-redesigned) course – (i.e., lecture, readings, activities, research, writing, projects, discussions, demonstrations, multimedia, cases, teamwork, assessments or others)?

21. 21 Begin the Transformation: Mapping the Course Questions

22. 22 Begin the Transformation: Mapping the Course Mapping Your Course: Part II Review only Module redesign Preview the checkpoint questions

23. 23 Begin the Transformation: Mapping the Course

24. 24 Begin the Transformation: Mapping the Course

25. 25 Begin the Transformation: Mapping the Course Preview: Checkpoint Questions, II In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?

26. 26 Begin the Transformation: Mapping the Course Preview: Checkpoint Questions, II How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of content mastery, – apply content, – add time on task, – introduce new content, or – other? Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to- face) to support learning?

27. 27 Begin the Transformation: Mapping the Course Questions

28. 28 Begin the Transformation: Mapping the Course Mapping Your Course: Part III Scheduling/calendaring Objectives Activities Alignment Depth Assessment Technology

29. 29 Begin the Transformation: Mapping the Course

30. 30 Begin the Transformation: Mapping the Course Key Mapping Considerations

31. 31 Begin the Transformation: Mapping the Course Accountability and Integration Ask (handout) What is the role of out of class time? How can I maximize the face-to-face class time? How can I make sure my students are prepared for face-to-face class time? Reinforcement Practice Provide evidence Application Additional time on task Introduce new content Other

32. Blended Course Redesign Checklist Handout

33. Alignment: --Objectives --Assessments --Instructional materials and resources --Learning activities and engagement --Learning technologies Handout

34. 34 Begin the Transformation: Mapping the Course Bloom’s Digital Taxonomy

35. 35 Begin the Transformation: Mapping the Course Take-Aways Consider and reconsider how you use your in-class time: success can hinge on this Remember that a blended course can be confusing to students: strive to clarify Redesign takes time – Initial – And long-term (always a work in progress) Takes 3-4 terms to develop instructional competency in blended learning Be thoughtful about design and reflective about your instruction (journal)

36. 36 Begin the Transformation: Mapping the Course Questions

37. 37 Begin the Transformation: Mapping the Course Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative EDUCAUSE … vdiaz@educause.edu http://www.educause.edu/eli