1. 1 Connecting Classroom & Online Experiences: Building in Accountability Tuesday, 9:00 – 10:30 AM Patricia McGee, PhD Veronica Diaz, PhD This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/http://creativecommons.org/licenses/nc-sampling+/1.0/

2. 2 agenda Back channel/ WikiWiki The First Day Making the Blend Assignments Interactivity Accountability + Mapping, Part 2

3. 3 The First Day

4. 4 Course Priorities: What are yours? Earth Science Review Syllabus Templates in wiki Using Course Priorities Checklist, and templates, design your first day overview Handout

5. 5 What goes Where

6. 6 Instructional framework Learner-centered Big Ideas Process/Content driven Pedagogical Navigation

7. 7 Chunking the schedule

8. 8 Example: The Class Schedule Three days prior to their next on-campus meeting, students are given a question or problem to discuss online. During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged. The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor. Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment.

9. 9 Examples: The Class Schedule Distance Learning Instructional Design/ Instructional Design

10. 10 Pedagogical Navigation http://www.youtube.com/user/CourseSiteshttp://www.lamsinternational.com/

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14. 14 Explore: What’s your approach? Go to wiki – http://tinyurl.com/blend-connect http://tinyurl.com/blend-connect Consider your Mapping, Part 1 Explore framework tools Select and discuss 1 approaches you might use Modify or expand: What fits your course?

15. 15 MAKING THE BLEND

16. 16 Core Considerations

17. 17 Intervals? 1.Time needed to process new information 2.Time needed to prepare processed information 3.Time needed to respond (synchronous events) Recommendation: Provide time estimates for assignments and asynchronous activities.

18. 18 Example Intervals Principle 1.Time is needed to process new information 1.Time is needed to prepare processed information 1.Time is needed to respond (synchronous events) Application 1.Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) 2.Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week) 3.In chat, count to 10 before responding

19. 19 Blended Variation

20. 20 Deciding What goes Where Give them something in each mode that they want, need and/or cannot get any other way Relate to their academic or personal interests: choices Provide privileges/acknowledgements for meeting or exceeding expectations Offer samples of work, peer reviews, benchmark assessments

21. 21 Activity Go to Blended Course ExamplesBlended Course Examples What happens (or can) in the classroom? What happens (or might) outside the classroom?

22. 22 ASSIGNMENTS & INTERACTIVITY

23. 23 ASSIGNMENTS

24. 24 Assignments should … Serve a purpose Require accountability Offer options, when possible Provide opportunity for practice Be a bridge between locations Be a part of something bigger –or- Be a source of feedback (informal or formal)

25. 25 How do we delivery content online and prepare students for class?

26. 26 Example: Inside a Bb course http://jolt.merlot.org/vol3no1/larson-daugherty.htm

27. 27 http://jolt.merlot.org/vol3no1/larson-daugherty.htm

28. 28 http://jolt.merlot.org/vol3no1/larson-daugherty.htm

29. 29 Activity: Introduce content online? By introducing online, students can enter discussions anticipating interaction through: – Answers to provided questions – Hypotheses – Leading conversation – Other? Select a repository and identify a resource that could be used to introduce content http://www.merlot.org http://www.wisc- online.com/ http://www.wisc- online.com/ http://mcli.maricopa.edu/re sources http://mcli.maricopa.edu/re sources http://archive.nmc.org/proj ects/lo/repositories.shtml http://archive.nmc.org/proj ects/lo/repositories.shtml http://www.learning- objects.net/ http://www.learning- objects.net/

30. 30 Thoughts on Grouping: Variations

31. 31 Activity: Making a blend From your module, select one or two objectives Determine – Where can assignment begin? – What will learners be given? – How will they know what to do? – What is their incentive? – What will they do where and when?

32. 32 INTERACTIVITY

33. 33 Interactivity

34. 34 Interactions Framework

35. 35 Example: Marist Interaction

36. 36 Interaction in the blended class ClassroomOnline -LMSAnywhere SynchronousDiscussion, Groups ChatsText, Phone, Social Media AsynchronousDiscussions, Groups, Email Text, Social Media One-to-oneDyadsConsultationText, Phone, Social Media One-to-manyPresentation Email, Social Media One-to-someGroupsClosed Discussions, Email, RSS, Email Email, Social Media Some-to-someGroups, Think- share-pare Closed Discussions, Networks, CoP Social Media, RSS Many-to-ManyGroup Presentations, Competition Crowd Sourcing, Networks, CoP Mobile sites, Social Media

37. 37 Getting your interaction on? 1.How does interaction support learning (objective)? – Knowledge Acquisition? – Practice? – Rehearsal? – Assessment? – Skill development? 2.What is student getting out of interaction?

38. 38 Discussion See Strategies for Interaction Handout in wiki Note possible application for your project Do you have others? eHandout

39. 39 Accountability Veronica Diaz

40. 40 Your Redesign Toolbox Have these handy – Using Bloom’s Taxonomy for Objective Development – Mapping Your Course: re(Designing) for Blended Delivery – Blended Course and Syllabus Samples (website from wiki) – Aligning Your Course Components for Blended Delivery

41. 41 Mapping Your Course: Part II DO: 20 MINUTES Redesign a module READ & DISCUSS: 5 MINUTES The checkpoint questions

42. 42

43. 43

44. 44 Questions?

45. 45 Discuss: Checkpoint Questions, II In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?

46. 46 Discuss: Checkpoint Questions, II How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of content mastery, – apply content, – add time on task, – introduce new content, or – other? Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to- face) to support learning?

47. 47 Accountability and Integration Ask (handout) What is the role of out of class time? How can I maximize the face-to-face class time? How can I make sure my students are prepared for face-to-face class time? Reinforcement Practice Provide evidence Application Additional time on task Introduce new content Other Reminder

48. 48 Accountability and Integration Ask (handout) What is the role of out of class time? How can I maximize the face-to-face class time? How can I make sure my students are prepared for face-to-face class time? Reinforcement Practice Provide evidence Application Additional time on task Introduce new content Other

49. 49 Questions

50. 50 Take-aways Are your priorities & framework clear from the 1 st day? Does the blend start in class or online? How do assignments support engagement and objectives? How will Interaction be meaningful to the learner? How will you ensure that students come prepared to class? Or that you know they’re not ready before class? How can the blended delivery mode help you in supporting particular areas of difficulty in your course?

51. 51 Patricia McGee, PhD the University of Texas at San Antonio Veronica Diaz, PhD EDUCAUSE Learning Initiative This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/http://creativecommons.org/licenses/nc-sampling+/1.0/