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THE BLENDED LEARNING TOOLKIT: A DIY RESOURCE FOR BLENDED LEARNING INSTRUCTORS AND DESIGNERS Dr. Kelvin Thompson Dr. Linda Futch University of Central Florida.

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Presentation on theme: "THE BLENDED LEARNING TOOLKIT: A DIY RESOURCE FOR BLENDED LEARNING INSTRUCTORS AND DESIGNERS Dr. Kelvin Thompson Dr. Linda Futch University of Central Florida."— Presentation transcript:

1 THE BLENDED LEARNING TOOLKIT: A DIY RESOURCE FOR BLENDED LEARNING INSTRUCTORS AND DESIGNERS Dr. Kelvin Thompson Dr. Linda Futch University of Central Florida 1

2 CAVEATS No widely accepted definition of blended learning Our perspective: blended learning best conceptualized as f2f-enhanced web course Materials shared here are targeted at those transitioning from f2f-only experience but may be applicable to those with prior online or blended experience We will be moving very quickly today! 2

3 OVERVIEW The Blended Learning Toolkit 3

4 UCF/AASCU NGLC PROJECT OVERVIEW Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income) 4

5 SCALE UCF MODEL OF BLENDED LEARNING Across 20 AASCU institutions and 11 states 5

6 PARTNERS Individual Institutions State Coordinating InstitutionsState Participating Institutions Columbus State University Missouri Harris-Stowe State University Fayetteville State University Southeast Missouri State University Lincoln University of Missouri Grambling State University Missouri Southern State University Northwestern State University (LA) Missouri State University Indiana University Kokomo University of Missouri-St. Louis Texas A&M University-Corpus Christi Alabama University of North Alabama The College at Brockport, State University of New York Troy University University of South Alabama Thomas Edison State College Minnesota St. Cloud State University University of Maine at Fort Kent Winona State University 6

7 PROJECT OVERVIEW An open educational resource (OER) Blended Learning Toolkit containing: Best practices, strategies, models, and course design principles. Two OER prototype courses in Composition and Algebra. Directions for applying the toolkit to create original blended courses. Train-the-trainer materials. Assessment and data collection protocols, including survey instruments and standards. 7

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9 QUESTIONS? 9

10 GUIDED TOUR BlendKit Course Materials 10

11 BLENDKIT COURSE MATERIALS Instructional modules BlendKit Reader Do-It-Yourself design tasks Recordings of interdisciplinary faculty interviews Recordings of online webinar discussions with faculty group 11

12 GOALS FOR BLENDKIT COURSE Design and develop your blended learning course Consideration of key issues related to blended learning and practical guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institutions). 12

13 TODAYS FOCUS: DIY TASKS Step-by-step guides for many common development tasks Explanations Templates Examples Please follow along with us as we examine each document! (We will be moving quickly!) 13

14 COURSE BLUEPRINT Task 01: Conceptualize Your Blended Course 14

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20 COURSE BLUEPRINT Easily by-passed, but dont! High level overview mapping course goals to assignments Use electronic version or just do it on a piece of paper Word template looks cool but doc versions may cause problems May be in your head, but get it out on paper Ignore delivery mode (f2f v. online) initially Focus on identifying the best activities to achieve the course goals 20

21 MIX MAP Task 01: Conceptualize Your Blended Course 21

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25 MIX MAP Identify a mode (f2f, online, both) for all components Suggested approach – online course with face-to-face enhancements How to decide on delivery mode: Start with your absolutes - What has to be delivered face-to-face or online? What works best in one environment v. the other? Next – What will work in either environment? Note: You may need to modify an existing activity to fit a new delivery mode. (See Task 3) Map out your overall strategy paying particular attention to how the two environments integrate Integration is the single most challenging issue in blended learning! 25

26 CREATE COURSE DOCUMENT DRAFTS Task 02: Design for Interaction 26

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31 CREATE COURSE DOCUMENTS Emphasis on single-purpose online documents (Neidorf, 2006) Making the formerly implicit (f2f) explicit (online) Clear articulation of student expectations Some people prefer print-friendly versions (e.g., pdf) over HTML TIP: See accessibility guidelines! 31

32 USING ZAPT Task 02: Design for Interaction 32

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37 USING ZAPT HTML is truly cross-platform (all can view) Accessible HTML avoids weird code Zapt tool is very easy if initial set-up doesnt scare you away! Note: Formatting instructions (CSS files) are housed on UCF servers Pro: Immediate set-up Con: Must upload to preview Trusting that well keep them online 37

38 MODULE INTERACTION WORKSHEET Task 02: Design for Interaction 38

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43 MODULE INTERACTION WORKSHEET Builds upon Blueprint and Mix Map tasks Sets the stage for Creating Module Pages Assumes that one will be developing online modules Several questions useful for designing interaction independent of module Possibly think weeks instead of modules Another opportunity to consider integration of f2f and online 43

44 QUESTIONS? 44

45 ASSIGNMENT INSTRUCTIONS Task 03: Decide Upon Assessments of Learning 45

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49 ASSIGNMENT INSTRUCTIONS Remember to revise Blueprint and Course Docs as ideas evolve! Goal: Standalone documents with perfect clarity of expectations The clearer the written communication, the more time is freed for f2f activities. Goal: Make the formerly implicit explicit However, written instructions could be distributed f2f or online. Make sure students understand how each assignment links online and f2f Do not duplicate assignments or content between f2f and online Ex: Reading assignments as homework and then cover content in class. Make sure class discussion covers items subject to confusion and expands on reading through examples, case studies, etc. If online assignment is an extension of f2f discussion/activity, ensure students understand what needs to be added or expanded in the online assignment. 49

50 CONFIGURE ONLINE QUIZ SETTINGS Task 03: Decide Upon Assessments of Learning 50

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53 CONFIGURE ONLINE QUIZ SETTINGS A primer for online assessment Minimize motivation for cheating Examine biases for assessment in one mode over another Make assumptions explicit (e.g., collaboration, etc.) Opportunity to review cognitive level of existing assessments Specifics will be determined by your CMS/testing software 53

54 CREATE MODULE PAGES Task 04: Develop Content/Assignment Pages 54

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59 CREATE MODULE PAGES A possible extension of earlier Assignment Instructions and Module Interaction tasks Goal: Standalone documents with perfect clarity of expectations The clearer the written communication, the more time is freed for f2f activities. One cohesive whole from which students may access assignment instructions, course content, etc. 59

60 MODULE TEMPLATE Task 04: Develop Content/Assignment Pages 60

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63 MODULE TEMPLATE Use as a starting point Decide upon all elements to include in your modules (e.g, objectives, content, references) Use Word style sheet (e.g., Heading 1, etc.) Review Assignment Instructions for possible module headings/sub-headings Maintain consistency from one module to next Use Zapt to generate accessible HTML if you wish 63

64 BLENDED COURSE IMPLEMENTATION CHECKLIST Task 05: Assure Quality 64

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67 IMPLEMENTATION CHECKLIST Very generic steps! Incorporate your institutions requirements Structured approach is reminiscent of managing an online course (may feel unusual for f2f) Note numerous cues for fostering integration of f2f/online Note emphasis on iterative design (e.g., simple design feedback collection punch list for next version) 67

68 BLENDED COURSE SELF- ASSESSMENT/PEER REVIEW FORM Task 05: Assure Quality 68

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73 SELF-ASSESSMENT/PEER REVIEW FORM Many elements are common to courses in all modes Blended-specific sections First (Course Expectations) Last (Implementation of Blended) Evaluate it yourself, but theres no substitute for a new set of eyes! Identify a trusted colleague Note evaluation of design vs. implementation 73

74 QUESTIONS? 74

75 FACULTY DEVELOPMENT LESSONS LEARNED 75

76 BLENDKIT2011 Open online course focused on blended learning Publicly accessible readings, document templates, and how-to instructions + Five weeks of facilitation: Weekly encouraging messages Weekly 30 min. webinars featuring guest blended learning instructors & discussion with others Weekly reading/activity reflection prompts for blogging (more interaction with others). Social networking opportunities for more interaction 76

77 WHY AN OPEN ONLINE COURSE? Open materials may be used at any time for self- study well beyond the NGLC grant period No differences in course management systems to get in the way of the course Easier for participants to self-select course components with which to engage More diverse group, larger number of participants with whom to interact 77

78 = NGLC Institution = Non-NGLC Institution 78

79 LESSONS LEARNED Many participants wouldve preferred more structure Next time: Use CMS as home base Consider more traditional participation roles Successful completion = submitting required assignments Auditing = all other participation 79

80 IDEAS FOR ADAPTATION Use the BlendKit Reader for discussion group Link to specific components as you wish All materials are licensed for reuse/remixing Modify materials and send copies to us for uploading Download, edit, and upload to your own web site Other ideas? Contact us for brainstorming! 80

81 QUESTIONS? 81

82 CONTACT BlendKit Course Blended Learning Toolkit Dr. Kelvin Thompson Dr. Linda Futch 82


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