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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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OVERVIEWThe Blended Learning Toolkit
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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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PARTNERSIndividual Institutions State Coordinating Institutions State Participating Institutions
Columbus State University Missouri Harris-Stowe State University
Fayetteville State University
Southeast Missouri State University
Lincoln University of Missouri
Grambling State University Missouri Southern State University
Northwestern State University (LA) Missouri State University
Indiana University Kokomo University of Missouri-St. Louis
Texas A&M University-Corpus Christi
Alabama University of North Alabama
The College at Brockport, State University of New York
Troy University University of South Alabama
Thomas Edison State College Minnesota St. Cloud State University
University of Maine at Fort Kent Winona State University
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PROJECT OVERVIEW An open educational resource (OER) Blended
Learning Toolkit containing: 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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GUIDED TOURBlendKit Course Materials
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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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COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course
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COURSE BLUEPRINT
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
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
Focus on identifying the best activities to achieve the course goals
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MIX MAPTask 01: Conceptualize Your Blended Course
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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:
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) 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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CREATE COURSE DOCUMENT DRAFTSTask 02: Design for Interaction
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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 TIP: See accessibility guidelines!
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USING ZAPTTask 02: Design for Interaction
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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 Pro: Immediate set-up Con: Must upload to preview
Trusting that we’ll keep them online
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MODULE INTERACTION WORKSHEETTask 02: Design for Interaction
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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 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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ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning
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ASSIGNMENT INSTRUCTIONS
Remember to revise Blueprint and Course Docs as ideas evolve!
Goal: Standalone documents with perfect clarity of expectations The clearer the written communication, the more time is freed for f2f activities.
Goal: Make the formerly implicit explicit 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 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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CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning
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CONFIGURE ONLINE QUIZ SETTINGS
A primer for online assessment 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
Specifics will be determined by your CMS/testing software
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CREATE MODULE PAGESTask 04: Develop Content/Assignment 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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MODULE TEMPLATETask 04: Develop Content/Assignment Pages
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MODULE TEMPLATE
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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BLENDED COURSEIMPLEMENTATION CHECKLIST
Task 05: Assure Quality
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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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BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORM
Task 05: Assure Quality
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SELF-ASSESSMENT/PEER REVIEW FORM
Many elements are common to courses in all modes
Blended-specific sections First (“Course Expectations”) Last (“Implementation of Blended”)
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 Publicly accessible readings, document templates, and
how-to instructions
+ Five weeks of facilitation:
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 self-study 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
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
Modify materials and send copies to us for uploading Download, edit, and upload to your own web site
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 [email protected]
Dr. Linda Futch [email protected]
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