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Blended Learning: Strategies for Course Design and Delivery By Mahfuja Malik & Colette Rossignol
- 1. Blended Learning Course Designand Delivery by Professor Mahfuja Malik (WCB) and Colette Rossignol (CEIT)
- 2. Agenda 1. What isBlended Learning? 2. Best practices for Course Design 3. Review of Blended Accounting Course 4. Group Discussion 5. Technology 6. Questions 2
- 3. ā Blended courses (alsoknown as hybrid or mixed- mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning. Source: Online Learning Consortium 3 WhIs Blending your Course Right for
- 4. ā 4 Definition of Face-to-Faceversus Online Components Traditional Web-facilitated Blended Online 0% content delivered online 1%-29% content delivered online 30%-79% content delivered online 80% or more content delivered online Source: The Blended Course Design Workbook
- 5. ā SHU Practice 5 WhIs Blendingyour Course Right for
- 6. ā What blended learningis NOT ā¢ a simplistic combination of face-to-face and online sessions with no meaningful links ā¢ a repeat of tasks in face-to-face and online ā¢ a group of students moving together without much scope for peer, self-paced, or self-directed learning 6 Is Blending your Course Right for You?
- 7. Is Blending yourCourse Right for You? 7 āŖ What interests you in blended learning? āŖ Why did you consider blending your course?
- 8.
- 9. Design and Delivery 9 BestPractices for Designing and Delivering your Blended Course
- 10. Blended Teaching and Learning 5Things to Focus On 10 1. Pedagogical Intent a. Pedagogy goals in alignment with blended approach? 1. Structure - f2F and Online distribution a. Contact hours must follow the Carnegie Unit principles 1. Meaningful integration between f2F and Online distribution a. Task-design that links the sessions purposefully 1. Active learning strategies a. Integrating digital tools for synchronous & asynchronous communications 1. Universal Design for Learning approach a. UDL principles to reach ALL learners
- 11. SURVEY RESULTS What doyou consider effective teaching practices for the blended context? Clear Link Between Online and Face to Face (F2F) sessions a. OL Content clearly explained in F2F sessions Communication a. Student Expectations b. Assignments c. Course Structure d. Timely Feedback e. One-on-One Meetings 11
- 12. Course Design using Understandingby Design (UbD) - Backwards Design 12 Identify desired Results ā¢Learning Objectives ā What will student know and be able to do? Determine Acceptable Evidence **Assessment - What type of assessment will you use? Plan Instruction ā¢Designing your Assignments ā¢Active Learning and Accessibility ā¢Social Presence and Student Interaction
- 13. 13 Active Learning Examples āSelf-Assessment ā Peer Review ā Multimedia Presentations ā Blogging or Journaling
- 14. Design and Delivery 14 BlendedCourse Review Graduate : MSA 630 - Advanced Topics in Financial Accounting Undergrad: AC 222 - Managerial Accounting & Control ā Syllabus ā Content Selection ā Blackboard Arrangement ā Use of Technology ā Effectiveness of Online vs. F2F Sessions ā Bridge between Online and F2F sessions ā Assessments and Studentsā Feedback
- 15. Design and Delivery 15 BlendedCourse Review ā Syllabus ā Content Selection
- 16. Design and Delivery 16 BlendedCourse Review ā Blackboard Arrangement ā Use of Technology
- 17. Design and Delivery 17 BlendedCourse Review ā Effectiveness of Online vs. F2F Sessions ā Bridge between Online and F2F sessions
- 18. Design and Delivery 18 BlendedCourse Review ā Assessments and Studentsā Feedback
- 19.
- 20. Group Discussion Design andDelivery PollEv.com/mahfujamalik211 20
- 21. SURVEY RESULTS What areyour challenges when teaching blended courses? 21 1. Student participation and engagement 2. Content 3. Student Expectations 4. Time Constraints 5. Attendance 6. Assessment and Monitoring Performance 7. Timely Feedback
- 22. Course Design Things to keep inMind Design Did you connect your f2F and online sessions? Did you use Active Learning principles in your course? Delivery Student Expectations Self-Directed Learning Communication Survey your students about the course Learning Objectives Is your course aligned to your learning objectives? Learning objectives and goals should drive your course design 22 Assessment What type of assessment(s) are you planning for your course? Rubrics? Technology What technology are you using to delivery the content of this course? Technology should enhance and not drive the design of your assignments/course Accessibility Are your materials accessible for all students? Did you consider Universal Design for Learning principles for your course?
- 23.
- 24. Resources 24 Best Practices -Course Design University of Central Floridaās Blended Learning Toolkit Online Learning Consortium - Blended Quality Scorecard SHU Square - Ten Elements of Course Design Technology Integrate a Video Response System in your Teaching - FlipGrid Gamification in Teaching and Learning - Kahoot Strengthening Learning by Designing Interactive Lessons - Office 365 Multimedia Presentation and Accessibility with VoiceThread Presentation Credits Presentation template by SlidesCarnival Images from Creative Commons
- 25. Resources 25 Academic Articles andTexts Linder, K. E. (2016). The Blended Course Design Workbook: A Practical Guide. Stylus Publishing, LLC. McGee, P., & Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Retrieved from http://files.eric.ed.gov/fulltext/EJ982678.pdf on Sep 05 2016. Pacansky-Brock, M. (2012). Best practices for teaching with emerging technologies. Routledge. http://www.amazon.com/dp/0415899397/ref=cm_sw_su_dp Huang, R., Ma, D., & Zhang, H. (2008). Towards a design theory of blended learning curriculum. In Hybrid Learning and Education (pp. 66-78). Springer Berlin Heidelberg. http://link.springer.com/chapter/10.1007/978-3-540-85170-7_6#page-1