Blended by Design:
Designing and Developing a Blended Course
Jennifer Strickland, PhD,
jennifer.strickland@pvmail.maricopa.edu
 Introductions
 Participants
 Break into pairs
 What is your “signature” teaching
technique?
 Shair
Program Overview
Format
 Hands-on, curriculum (re)design work
 Team/individual work
 Binder resources
 http://ablendedmaricopa.pbwiki.com/
 Evaluations
Topics
 Day 1: Blended learning
overview and technology
 Day 2: Course redesign and
engagement and quality
assurance, technology
 Day 3: Assessment, student
success and collaboration,
technology
 Day 4: Academic integrity,
copyright, technology
Learning Objectives
 To understand blended
learning
 To identify and connect with
the blended learning
community
 To accumulate resources that
can be used today and in the
future
 To learn to use tools to convert
into or create a blended course
 To design a module and to
understand the steps in doing so
 To be introduced to the process
of integrating technology in a
meaningful way that promotes
student learning
 To understand basic principles in
creating a high quality blended
learning experience
 To understand the implications of
teaching in a blended
environment
5-Minute University
An Overview of Blended Learning
Face2Face
Face-to-Face
Blend
Course
Online
Getting from A to B
What is blended learning?
Online
The
“Blend”
Face-toFace
The 10 Blended Questions
As a Guide Throughout
Motivation
…
 A way to meet Net Gen student
expectations
 Attractive alternative to
Face2Face instruction
 A good match for the Net Gen’s
visual, exploratory, participative
learning preferences
 Usually more work to design (at least
at the beginning), but improved
student engagement and
achievement
 The best of both worlds
The Optimal Model
Teaching Opportunities
 Allows for many diverse
solutions to course problems
 Enables the incorporation of
new types of interactive and
independent learning activities
 Variety of online and in-class
teaching strategies
 Learn technologies while you
learn your material
Student Engagement
 Potential to increase and extend
instructor-student and student-student
connectivity
 Communicate online and face-to-face
 Discussions started in class may be
continued online
 Students who rarely take part in class
discussions are more likely to participate
online
 Integration of out-of- and in-class
activities allows more effective use of
traditional class time
 Learned more
 Wrote better papers
 Performed better on exams
 Produced higher quality projects
 Were capable of more meaningful
discussions on course material
 Were better able to master
concepts and apply what they
have learned
Source: University of Central Florida Data, 2007
 Developed higher-order skills of
critical thinking, problem-solving,
and the ability to apply
theoretical models to real-world
data
National data reports
The Sloan Consortium
What can it look like?
 The National Center for Academic
Transformation
 http://www.thencat.org
 Replacement Model Summaries:
http://thencat.org/PCR/model_replace_all.ht
m
 Syllabi review
 Anthropology
 Nursing
 Spanish
 Distance Learning
Blended course examples
 American National Government
(UCF)
 English Composition (BYU)
 Introductory Astronomy (UCB)
 Computer Programming (Drexel U)
 Economic Statistics (UIUC)
 Elementary Statistics (Penn State U)
 General Chemistry (UI)
 Introductory Spanish (Portland State
U)
 Intermediate Spanish Transition
(UTK)
 General Psychology (CSU Pomona)
 Elementary Algebra (Riverside CC)
 General Chemistry (UWM)
 College Composition (Tallahassee
CC)
 Computer Literacy (U of Buffalo,
SUNY)
 Six Innovative Course Redesign
Practices
Activity: Reviewing Blended Courses
Individually
In your Teams
 Browse as many blended course
syllabi as possible
 Identify and agree upon unique
features and strategies of
blended courses
 Review the NCAT redesign course
examples
 Report out
 What did you observe to be different
in the traditional course from the
blended course
Review
 Review of NCAT courses
 Which ones did you review?
 What did you observe to be different in the traditional course
from the blended course?
 Unique features and strategies used in blended courses?
Mapping Your Course, Part I
 Handout: Mapping Your Course: re(Designing) a Course into
Modules for Blended Delivery
 Map out your face2face course from the syllabus and/or other
documents
 Identify the chunks in your course via the topics in your syllabi
 Select one chunk to work with during the week
What can be done
in the F2F classroom?
Our Ideas
 Complex and ill-structured
content
 Demonstration of complex skills
– live
 Practice of complex skills
 Higher order discussions
 Observation
 Some team work
Your Ideas
What can be done in the online classroom?
Our Ideas
 Student interaction that is
primarily narrative
 Group discussion
 Group planning
 Group analysis
 Synthesis of content
 Assessment
 Research
Your Ideas
What is the relationship between these
two?
Our Ideas
 Product of online and class
work
 Assessment
 Portion of a series of
interrelated assignments
 Discussion/reflection
Your Ideas
Learning Technology and Blended
Learning, Part I
 Teaching and Learning with Technology
 http://ablendedmaricopa.pbwiki.com/Teaching-andLearning-with-Technology-Summary
 Blogs
 Wikis
Day 1 For Best Results
 Complete Part I of Mapping your Course for your entire course
and select a “chunk” or module for use in the remainder of
the learnshop
 Take the survey: Is Online Teaching Right For Me?
http://www.onlinelearning.net/InstructorCommunity/selfevalu
ation.html?s=526.00201492m.0928012120