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Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

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Page 1: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Delivering your blended course

Richard Walker E-Learning Development Team

University of York

Preparing, supporting & evaluating student learning

Page 2: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Session Outline

Instructional responsibilities in delivering a blended course

- 5 phase delivery model

Evaluating your course

- Principles, methods & challenges for course evaluation

Reflection on action: defining next steps

Page 3: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Reflection point 1

Can you define the roles of instructor, tutors & students in your blended course?

Have you identified the responsibilities for each role?– key actions & delivery phases

What bearing will this have on:– approaches to supporting & sustaining

learning: e.g. release of resources

– interventions: support, feedback & assessment

Page 4: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Delivery phases

Phase 1: Preparation of the module(design phase)

Phase 2: Socialising learners(start of the module)

Phase 3: Supporting student participation online(early stages)

Phase 4: Sustaining student participation online(later stages)

Phase 5: Summing up the learning outcomes for the module(end of module)

Page 5: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Virtuous development cycle Pedagogic aims for online delivery

Design models: what’s possible?

E-tools: best fit for pedagogic objectives

Develop site: reflecting guidelines & standards

Test: peer review & student testing

Induction Supporting / sustaining

student activity

Evaluating student learning experience

Lessons learned, informing course design, task design & instructional responsibilities.

Page 6: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

Data collection methods

(Informalprogress checks)

Entry & exit

surveys

Contribution statistics

Focus group interviews

Tools for

reflectionCourse

statistics

Page 7: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

References & recommended reading

Gunawardena, C., Lowe, C. & Carabajal, K. (2000). Evaluating Online Learning: models and methods. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1677-1684). Chesapeake, VA: AACE.

Littlejohn, A.H. & Pegler, C. (2007) Planning for blended learning, Routledge, London ISBN 978-0-415-40361-0

Walker, R, & Baets, W. (2009). Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centred Learning. In R. Donnelly, R & F. McSweeney, F. (Eds.) Applied eLearning and eTeaching in Higher Education. Hershey, PA: IGI Global.

Page 8: Delivering your blended course Richard Walker E-Learning Development Team University of York Preparing, supporting & evaluating student learning

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