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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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!
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The Blended Learning Toolkit
OVERVIEW
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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)
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SCALE UCF MODEL OF BLENDED LEARNING

Across 20 AASCU institutions and 11 states
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PARTNERS
Individual Institutions
State Coordinating Institutions
State Participating Institutions
Columbus State University
Missouri

Fayetteville State University
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Grambling State University
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Northwestern State University (LA)
Southeast Missouri State
University
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Indiana University Kokomo
Texas A&M University-Corpus Christi
Alabama

The College at Brockport, State
University of New York
Thomas Edison State College
Troy University

Minnesota

University of Maine at Fort Kent
Winona State University
Harris-Stowe State
University
Lincoln University of
Missouri
Missouri Southern State
University
Missouri State University
University of Missouri-St.
Louis
University of North
Alabama
University of South
Alabama
St. Cloud State University
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PROJECT OVERVIEW

An open educational resource (OER) Blended
Learning Toolkit containing:
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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.
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QUESTIONS?
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BlendKit Course Materials
GUIDED TOUR
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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
http://bit.ly/blendkit
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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).
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TODAY’S 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!)
http://bit.ly/blendkit_diy
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Task 01: Conceptualize Your Blended Course
COURSE BLUEPRINT
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COURSE BLUEPRINT
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Easily by-passed, but don’t!
High level overview mapping course goals to assignments
Use electronic version or just do it on a piece of paper
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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
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Focus on identifying the best activities to achieve the course goals
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Task 01: Conceptualize Your Blended Course
MIX MAP
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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:
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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)
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Map out your overall strategy paying particular attention to how
the two environments integrate

Integration is the single most challenging issue in blended learning!
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Task 02: Design for Interaction
CREATE COURSE DOCUMENT DRAFTS
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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
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TIP: See accessibility guidelines!
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Task 02: Design for Interaction
USING ZAPT
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USING ZAPT

HTML is truly cross-platform (all can view)
 Accessible HTML avoids weird code
 Zapt tool is very easy if initial set-up doesn’t scare
you away!
 Note: Formatting instructions (CSS files) are
housed on UCF servers

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Pro: Immediate set-up
Con: Must upload to preview
Trusting that we’ll keep them online
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Task 02: Design for Interaction
MODULE INTERACTION WORKSHEET
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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
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Several questions useful for designing interaction
independent of module
Possibly think “weeks” instead of modules
Another opportunity to consider integration of f2f
and online
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QUESTIONS?
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Task 03: Decide Upon Assessments of Learning
ASSIGNMENT INSTRUCTIONS
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ASSIGNMENT INSTRUCTIONS

Remember to revise Blueprint and Course Docs as ideas evolve!
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Goal: Standalone documents with perfect clarity of expectations
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Goal: Make the formerly implicit explicit
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The clearer the written communication, the more time is freed for f2f activities.
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
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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.
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Task 03: Decide Upon Assessments of Learning
CONFIGURE ONLINE QUIZ SETTINGS
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CONFIGURE ONLINE QUIZ SETTINGS

A primer for online assessment
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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
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Specifics will be determined by your CMS/testing
software
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Task 04: Develop Content/Assignment Pages
CREATE MODULE PAGES
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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.
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Task 04: Develop Content/Assignment Pages
MODULE TEMPLATE
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MODULE TEMPLATE
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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
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Task 05: Assure Quality
BLENDED COURSE
IMPLEMENTATION CHECKLIST
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IMPLEMENTATION CHECKLIST

Very generic steps!
 Incorporate your institution’s 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)
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Task 05: Assure Quality
BLENDED COURSE SELFASSESSMENT/PEER REVIEW FORM
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SELF-ASSESSMENT/PEER REVIEW FORM
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Many elements are common to courses in all
modes
 Blended-specific sections
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First (“Course Expectations”)
Last (“Implementation of Blended”)
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Evaluate it yourself, but there’s no substitute for a
new set of eyes!
 Identify a trusted colleague
 Note evaluation of design vs. implementation
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QUESTIONS?
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FACULTY DEVELOPMENT LESSONS
LEARNED
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BLENDKIT2011

Open online course focused on blended learning
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Publicly accessible readings, document templates, and
how-to instructions
+
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Five weeks of facilitation:
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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
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WHY AN OPEN ONLINE COURSE?

Open materials may be used at any time for selfstudy 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
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= NGLC Institution
= Non-NGLC Institution
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LESSONS LEARNED

Many participants would’ve preferred more
structure
 Next time: Use CMS as home base
 Consider more traditional participation roles
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Successful completion = submitting required
assignments
Auditing = all other participation
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IDEAS FOR ADAPTATION

Use the BlendKit Reader for discussion group
 Link to specific components as you wish
 All materials are licensed for reuse/remixing
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Modify materials and send copies to us for uploading
Download, edit, and upload to your own web site
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Other ideas?
 Contact us for brainstorming!
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QUESTIONS?
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CONTACT
BlendKit Course
http://bit.ly/blendkit
Blended Learning Toolkit
http://blendedlearningtoolkit.org
Dr. Kelvin Thompson
Dr. Linda Futch
kelvin@ucf.edu
linda.futch@ucf.edu
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