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Blended Learning Course Design Questions to Consider

Blended Learning Course Design Questions to Consider. Overview. Background to interest and experience in blended learning course design Introduce forthcoming publication Main focus on 24 design related questions. Background. 2003-2007 Military English Project

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Blended Learning Course Design Questions to Consider

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  1. Blended Learning Course DesignQuestions to Consider

  2. Overview • Background to interest and experience in blended learning course design • Introduce forthcoming publication • Main focus on 24 design related questions

  3. Background • 2003-2007 Military English Project • Blended approach to support instructors • Sustainability – driver for change • 3 year iterative redesign process • Lack of literature – ‘a principled approach’ • Publication – 20 detailed case studies

  4. Publication - Blended Learning in ELT: Course Design and Implementation • Introduction • 20 case studies • English for Academic Purposes (4 case studies) • Teacher Development (6 case studies) • English for Specific Purposes (6 case studies) • EFL/General English (4 case studies) • Conclusion • 24 design related questions

  5. Where the case studies originate from

  6. Conclusion – 4 headings/24 questions Context - 2 questions Course Design - 13 questions Learners and teachers/tutors - 7 questions Evaluating and developing the blend - 2 questions

  7. Context 1. What are the reasons for blending?

  8. Context questions continued 1. What are the reasons for blending (contd.)? 2. What are the limiting factors?

  9. Course design 3. What are you going to blend?

  10. Course design questions continued 4. What is the lead mode going to be? • Which mode will set the pace? • How much time will learners spend on each mode?

  11. Course design questions continued • What will the pedagogic purpose of the modes be? F2F mode was used: • to introduce the language or topic Online mode was used to: • extend the students working hours • aid and reinforce classroom instruction • serve as the supplementary part to the F2F training • check understanding • practise and revise the skills and points covered in the face to face lesson • consolidate or review language

  12. Course design questions continued • How will the modes be arranged in the timetable? • What is the optimal length of time for each session? 10. How many sessions will the timetable include?

  13. Course design questions continued 11. How much choice will the learners be given in the blend? Optional or obligatory (Neumeier, 2005: 171) 12. How will the modes complement each other? Students leave blended learning courses due to ‘a perceived lack of support and connection/complementarity between f2f and computer assisted components of the blend…’ Stracke (2007: 57)

  14. Course design questions continued • What methodology will the blend employ?

  15. Course design questions continued • Where will the course take place? 15. How do I design for a suite of courses?

  16. Learners and teachers/tutors 16. Who will be involved in the design process? 17. What will the interactional patterns be? • Interaction through computers/networks e.g. student to student, teacher/tutor to student • Interaction with computers/networks e.g. student and teacher/tutor to computer • Interaction at computers/networks e.g. student and student in collaboration at the computer Neumeier (2005: 173)

  17. Learners & teachers/tutors questions continued 18. What will the learners and teachers/tutors roles be? 19. What level of autonomy will be expected from the learners? 20. How will the learners be supported in the transition to a blended approach? 21. How will the teachers/tutors be supported in the transition to a blended approach? 22. What will the ratio of learners to teachers/tutors be?

  18. Evaluating and developing the blend 23. How will the blend be evaluated? ‘…effective designs will evolve only through cycles of practice, evaluation and reflection.’ Beetham & Sharpe (2007:8) • How will the blend evolve? ‘… as many as three or four iterations of course design, development and implementation may be needed to complete the transition from traditional to blended e-learning course.’ Sharpe & Oliver (2007:49)

  19. Conclusion • Not a definitive list of questions • ‘…the process of course design is complicated and often remains a private, tacit process’ Sharpe & Oliver (2007:41) • ‘…no single optimal mix. What configuration is best can only be determined relative to whatever goals and constraints are presented in a given situation.’ Shaw & Igneri (2006:3)

  20. References • Beetham, H. and R. Sharpe (2007) ‘An introduction to rethinking pedagogy for a digital age’, in H. Beetham and R. Sharpe (eds.). Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge, 1-10. • Neumeier, P. (2005) ‘A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning’. ReCALL 17/2, 163-178. • Sharpe, R. and M. Oliver (2007) ‘Designing courses for e-learning’, in H. Beetham and R. Sharpe (eds.). Rethinking Pedagogy for a Digital Age. Abingdon, Oxon: Routledge, 41-51. • Shaw, S. and N. Igneri (2006) Effectively Implementing a Blended Learning Approach. Available online at: http://wvuheducation.com/LinkClick.aspx?fileticket=7Hhk4Bw4lyg%3D&tabid=148 • Stracke, E. (2007) ‘A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment’. ReCALL 19/1, 57-78.

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