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Blended Learning

Used for workshop on blended course developmnet

cvanbuskirk
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Blended Learning

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  1. Blended Course Design Capital Seminary

  2. Need convincing? • The proportion of chief academic leaders that say online learning is critical to their long -term strategy is now at 69.1 percent • The 2012 Survey of Online Learning reveals that the number of students taking at least one online course has now surpassed 6 million. • Online courses are proving to be effective according to the research: students who take all or some of their courses online do better than their peers who utilize only traditional education methods.

  3. How to Blend? • Hybrid courses require that a face-to-face class be completely redesigned. • The recommendation is that faculty members “start early and plan very carefully; hybridization is a lot of work”. • The best way to get started is to break down the course by its goals and objectives. Once the course is broken down, one can design online learning activities to meet the objectives.

  4. First Steps • Do the syllabus first. This starts with the SLO’s and course description. • Lean on the text book(s). See how the content/information is organized. Does it feed into a final project/paper (if there is going to be one) • The main idea is to get a bird’s eye view of the content/information and begin to envision the conceptual elements and flesh them out. • Think through the residency, since this is a given. • When are the dates and how do they fall in the overall course length? • What must be accomplished before, during and after • What elements are best accomplished online or in residency

  5. The Syllabus • Course SLO’s and description • Logistics: text and dates • Reading and exploration schedule • Major assignment types

  6. Course Development Worksheets • Fills in the details that the syllabus leaves out • Look at the course in terms of sequencing concepts within the given parameters • Sequencing considerations • What is better online instead of in person? • Given the SLO’s, how would you teach this in the class. Then what online tools or resources most closely match that activity • What other resources (over and above the textbooks) are available

  7. Aesthetics • Weekly and Unit Titles • Weekly or Unit Objectives • Instructor Photo!

  8. Explorations • One of the goals for the exploration section of a course is to maximize the power of the internet. We like to go beyond merely posting class notes or Powerpoint presentations with no narration or animation. • Multimedia presentations, videos and assignments with a high degree of interactivity are all what we seek to put into an LBC course.

  9. Assignments • The Assignment section gives students the opportunity to practice and gauge their learning. Our goal is to create assessments that challenge a student’s thinking, moving them from simple rote memory to higher levels of thinking and analysis. • Assignments should be viewed as an avenue to further learning while establishing benchmarks to measure that learning. We strive to make assignments interactive, challenging and practical.

  10. Forums - Best Practices • Clearly specify expectations in terms of initial posts and responses. Give thought to forum structure (Requiring an initial post by Wednesday, etc.) • Balance an in-depth post against a more general one. If you write one sentence forum posts, absent any instructions or penalty to the contrary, you will get a one word answer. • Forums that address a deeply personal response are better addressed in a journal type of assignment that is only between the student and the professor • Forums that require an extensive answer (more than 250 words?) should be a reaction paper or similar assignment

  11. Assignments – Best Practices • Create assignments which directly relate to accomplishing the course objective. • More details equals higher quality of student final product • Give examples and share student evaluation tools • Use variety

  12. Quizzes – Best Practices • Design questions that are application based, and not simple recall • Design your questions so students must apply the information they have at their fingertips. • Create time-limits that allow your students to search through their resources, but do not allow them enough time to go online and try to find answers.

  13. Accelerated learning

  14. Timeline Regular: months 2-1 Accelerated: months 2-1 January 3 Regular: 6 mos Accelerated: 3 Mos October 3 Regular: months 5-2 Accelerated: months 3-2 November 3 All: 1 week before start February 3 Official course start: February 10

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