1. Closing the loop: How to redesign a course for blended learning
Alan Aycock, Ph.D.
Learning Technology Center
University of Wisconsin - Milwaukee
ELI 2010 Online Fall Focus Session on Blended Learning
September 15-16, 2010

2. Blended learning: terms of art
Course and a half syndrome
Closing the loop
Integrate two learning environments
Complement
Elaborate
Extend one another

3. What has this to do with faculty development?
Best way to learn how to teach a blended course is to take one
UW-Milwaukee’s faculty development program
Two f2f half-day sessions two weeks apart
During the interval, complete online assignments and participant interaction
Acquire new teaching skills; get questions answered; produce actual course materials

4. Topics and Issues Covered
Course Redesign
Course Content
Ten questions
Online vs. F2F - Integration
Designing learning modules
Decision rubric for content choices
Learning objects
Course Evaluation
Online Learning Community
Progressive/summative
Before, during, and after
Self evaluation
Peer evaluation
Student evaluation
Transitioning to Blended Teaching
Synchronous/asynchronous
Establishing voice
Discussion forums
Small groups
Course Management
Assessment Plan
Helping Your Students
Staying organized
Managing workload
Avoiding course and a half
Rubrics
CATs
Templates
Traditional formats
Managing expectations
Time management
Technology support 4

5. Day One Face-to-Face Introduction of participants and staff
Overview of requirements
Discussion: 10 Key Questions for Course Design
BREAK
Presentation: Designing a Course Module Using Discussion Forums
Breakout: Developing a Learning Module
Presentation: Digital Content Delivery in Online and Blended Teaching
Activity: Making Choices about Content Delivery
Presentation: Grading your Students in Online and Blended Courses
Activity: Drafting an Assessment Plan for your Course
Evaluation of Program (Day 1)

6. Online assignments between face-to-face sessions
Assignments build on Day One f2f
In each case, samples and detailed instructions available online
Participants post to discussion forum, respond to at least one other participant
Assignments of progressive difficulty – learning module, assessment plan, draft syllabus
Close the loop by bringing hardcopy syllabus to Day Two f2f for peer review breakout

7. Day Two Face-to-Face Discussion: Challenges to Course Redesign
Activity: Critiquing Learning Modules
Presentation: Promoting Active Learning
Activity: Active Learning Strategies
BREAK
Presentation: Staying Organized and Helping Your Students
Presentation: Course evaluation for online and blended courses
Activity: Syllabus Peer Review
Evaluation of Program (Day 2)

8. Further information University of Wisconsin-Milwaukee:
(blended learning Web page)
(link to presentations on blended learning)
Phone: