Lr 13 day_1___blended_course_design
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The document provides information and guidance for designing a blended course. It defines key terms like blended, online, and web-enhanced learning. It discusses establishing a community of learning and integrating technology. The goals are to define blended learning, design course modules using best practices, and employ the backwards course design process to align objectives, assessments and activities.
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Lr 13 day_1___blended_course_design
- 1. Tech Academy Blended Course Design May 2013
- 2. Why all the fuss? What is government saying? Why change the traditional class schedule? How is Blinn adapting to these demands? What are the special needs of our service area? Did you know 3.0?
- 3. Service Area
- 5. To explore alternative teaching designs Goals for the week: Define Blended, Online, and Web-Enhanced Learning Explore current pedagogies of learning and integration of technology Design two modules for a course integrating new technologies according to best practices as defined in research
- 6. What We Need to Do Define Blended Learning. Define a community of learning and list sample strategies to create and maintain the community. Identify the advantages of the online and face-to-face sessions Demonstrate how to blend face-to-face and online sessions. Course analysis - What do you want your students to know? Review Backwards Course Design (BCD) process. Review how to create a behavioral objective. Create behavioral objectives for 2 modules. Employ the BCD process to link objectives to assessment strategies. Select course activities that target assessment strategies to produce the designated behavioral objectives.
- 7. What is a Web-Enhanced Course? Web-enhanced courses are traditional courses that use the learning management system as an enhancement. This may include lecture notes, presentations, discussion board, email, and more. The instructor may use it as little or as much as he/she would like.
- 8. What is a Online Course? An Online (Internet) course is one in which students work within a virtual classroom environment. The virtual environment provides a variety of tools through which students interact with their instructors and fellow classmates. It should be noted that Online (Internet) courses may have mandatory face-to- face sessions, such as proctored exams, orientation, reviews, and laboratories, which total no more than 15% of the instructional time.
- 9. What is a Blended Course? A Blended (Hybrid) course is one in which the majority (more than 50% but less than 85%) of planned instruction occurs when the instructor and student(s) are not in the same place. Students are required to attend the scheduled face-to-face class sessions in addition to participating in the online class sessions facilitated through eCampus. In the course schedule, Blended (Hybrid) course section numbers begin with “B.”
- 10. What is less than 50% of my course? Plan your meeting days and the number of hours per day including the final exam. Total hours should be less than 50% of the course. Regular semester: 3 hr. X 15 weeks 45 hours 4 hr. X 15 weeks 60 hours Blended: Less than 50% of: 45 hours = less than 22.5 hr. 60 hrs. = less than 30 hrs.
- 11. Are These Blended? Blended=>50%but<85%Asynchronous 51% 49% A -Sample Blend Online Face-to-face 84% 16% B -Sample Blend Online Face-to-face 40% 60% D -Sample Blend Online Face-to-face 75% 25% C -Sample Blend Online Face-to-face
- 12. Blended – Best of Both ADVANTAGES of Blended DISADVANTAGES of Blended Face-to-Face Online How are the face-to-face and online sections related? ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
- 13. Online Community of Learning What is a community of learning? Why is it important? What binds any community? Hint: It’s not taxes! What strategies can an instructor employ to create and maintain the community?
- 14. What Do You Know So Far? List what you know about: Blended learning A community of learners List anything about blended courses that you want to know.
- 15. Course Analysis Planning your course on paper What do you want your students to know when they have finished taking your blended learning course (e.g., key learning outcomes—knowledge, skills, and attitudes)? What do you want to preserve from your existing course format? What would you like to transform for the blended format?
- 16. Course Analysis- Objective Course Design Higher Ed and College requirements Master Course Syllabus-description, LO’s, Course Assessment Core Objectives: (VALUES Rubric) Critical Thinking Skills, Communication Skills, Teamwork, Personal Responsibility, Social Responsibility, Empirical & Quantitative Skills
- 17. Begin With the End in Mind The 3 Stages of Backward Design 1. Identify desired results What will the students know, understand and will be able to do? 2. Determine acceptable evidence of learning How will the students know when they have reached the goals? 3. Plan learning experiences and instruction. What do I need to do in the classroom to prepare them for the assessment? Reflection
- 19. BCDStep1–Outcomes -Objectives Identify Desired Results Consider goals Examine standards Are there curriculum expectations? What should students: Know? Understand? Do? What are the big ideas (understandings that should be retained)?
- 20. BCDStep2–DetermineAcceptable Evidence Evidence that documents and validates that learning objectives/outcomes achieved. Think like an assessor Design lessons with concrete evidence of learning Assessments Individual or group projects Papers Products Consider grading with rubrics
- 21. BCDStep3–PlanLearningExperiences/Instruction Determine appropriate activities Activities that equip students with knowledge and skills Plan how to teach/coach with performance goals in mind Select materials and resources
- 22. BCD Step 1 – Identify Desired Results What are learning objectives? Statements that clearly describe what the learners will know or be able to do after completion of lesson activities. They are measurable and observable. They focus on the student performance (the skill or behavior accepted as evidence of learning). They must contain an action verb that describes what the student will learn in measurable behavior. They focus on the product of learning not the process.
- 24. Why Objectives? Create a Roadmap to where you want your students to ‘go’ Guide to use in planning assessment and delivery Offers a guide for the learner – helps them focus Allows for analysis
- 25. Elements of an Objective Penn State – Writing Objectives with the ABCD method Audience – Who? State who your learners are. Behavior – What? What do you expect them to be able to do? This should be observable. Condition – How? Under what circumstances or context will the learning occur? Degree - How Much? What degree determines if the objective is fulfilled? Perhaps mastery is 80% accuracy or 80% of the time.
- 26. Objectives -TargetingBloom’sTaxonomy Bloom’s Taxonomy offers a classification of learning objectives. Bloom’s Taxonomy - Colorado Community College Carnegie Mellon – Learning Objective Samples Writing Objectives with Bloom’s Taxonomy Learning Objectives – Stems and Examples
- 28. Write Your Objectives Select 2 – 3 lessons and write your objectives BCD Planning Sheet Objectives linked to Blooms taxonomy sheet Discuss and revise – Share your objectives with partner Discuss and revise if needed. Be ready to share a few with the class
- 29. Learning Objectives Worksheet Learning Objective Taxonomy Assessment Teaching Strategies/Activities On-Campus & Online Connection • Write a specific, learner- centered, measureable objective. • Match the objective to the closest equivalent of Bloom’s taxonomy. • How will you assess your students’ performance on this objective? • What is the best format for the assessment? • What teaching activity you will use to prepare students to meet objective? • Consider - What is the best format for the teaching strategies? Online or F2F? • Consider options for remediation. • How are the face-to-face activities connected to the online activities? Online On-campus Suzanne Weinstein, Schreyer Institute for Teaching Excellence 301 Rider Building, University Park, PA. 16802 September 16, 2010 http://www.schreyerinstitute.psu.edu/
- 31. BCD – Stage 2 - Assessment As you wrote your objectives did you find that your assessment strategies are already taking shape? Ideas for Assessment: Classroom Assessment Techniques Penn State Assessment General Information and Tools Faculty Focus – Assessing Online Learning Articles Carnegie Mellon “Whys and Hows of Assessment”
- 32. Why a Rubric? Provides a tool for consistent rating. Evaluation based on rubric criteria reduces bias Clarifies goals for both instructors and students Offers feedback to students on how to improve
- 33. Rubric Resources Rubrics Educational Origami – Rubrics – Bloom’s Taxonomy Discussion forum Guidelines and Grading rubric with Student Checklist for Meaningful Discussions Association of America Colleges and Universities Sample Rubrics Winona State Rubrics Rubistar – create your own rubric or use a pre- made one. Carnegie Mellon University –Creating and Using Rubrics
- 34. BCDStep3–PlanLearningExperiences/Instruction Determine appropriate activities Activities equip students with knowledge and skills Plan how to teach/coach with performance goals in mind Select materials and resources
- 35. 7Principlesof GoodPracticeinTeaching Encourages Student-Faculty Contact Encourages Cooperation among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Ways of Learning
- 36. Activities = Active Learning Consider course objectives and chunk course content into modules that connect online and on campus sessions. Define possible activities for each objective/module. Activities should promote active learning and connect to assessment to produce the learning objective. Colorado Community College - Sample Activities linked to Bloom’s Taxonomy Park University – Classroom Activities that Assess Chickering and Gamson’s Practices Adapted for Online learning
- 37. Blending
- 38. Remember…. You are planning one course that blends the synchronous and asynchronous sessions. There is a danger of ‘overload’ – packing a course and a half into one course.
Hinweis der Redaktion
- Printed copy of the 10 questions about blending your course.
- Questions you need to think aboutWho are your students? Freshman? Senior? A mix of different prior knowledge and experience?Is this course a general education course or a course required for the major?The A.B.C.D. methodThe ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.Audience – Who? Who are your learners?Behavior – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.Condition – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?Degree – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.Examples of Well-Written ObjectivesBelow are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first.Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span."Cognitive (comprehension level) -"Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less."Cognitive (application level) -"Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."Cognitive (problem solving/synthesis level) -"Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character."Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate an positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."Notes on Objective WritingWhen reviewing example objectives above, you may notice a few things.As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on a page on cognitive objectives (Blooms' Taxonomy), affective objectives and psychomotor objectives to see examples of key words for each level.Typical Problems Encountered When Writing ObjectivesProblems Error Types Solutions Too vast/complex The objective is too broad in scope or is actually more than one objective. Use the ABCD method to identify each desired behavior or skill in order to break objectives apart. No behavior to evaluate No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe. Determine what actions a student should demonstrate in order for you to know of the material has been learned. Only topics are listed Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information. Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need? Vague Assignment Outcomes The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics. Determine parameters for your assignments and specify them for your students. Tying Objectives to AssessmentOnce you establish all the behaviors, conditions and degrees of mastery for each objective, you can use them to determine what types of assignments, tests or alternative assessment (e.g. a portfolio) you should use in the course.The Assessment section discusses how to design methods to evaluate student performance and includes examples using different types of learning objectives.
- Share in eCampus Discussion forum.
- Employ the BCD process link objectives to assessment strategies that bridge the face-to-face and online learning sessions.Activities may overlap with assessments. Activities may be the assessment – activities do need to be designed in the next step – they should flow the online and face-to-face sessions.
- This is one course – not 2.