Workshop given by Gail Matthews-DeNatale to the faculty of Mercy College as part of the 2011 Faculty Seminar day.

1. The Best of Both Worlds:Redesigning Your Course for Blended Learning Gail Matthews-DeNatale, Ph.D. Professional Development and Instructional Design Specialist, TERC Special Thanks to The Alfred P. Sloan Foundation andThe Simmons College Blended Learning Initiative

2. Agenda 15 Workshop Introductions, Wish List 20 Blended Learning Overview 20 Recommended Process, Example --- 10 Minute Stretch Break --- 20 Redesign Exercise: Goals, Evidence 35 Redesign Exercise: Assignment 30 Sharing Out, Tips, Final Questions

3. Introductions, Wish List Your name What you teach Course that you’ll be working on today Your “wish list” for what you’d like to get out of this workshop

4. Overview: What is blended learning? Combines online and face-to-face (25% or more of the course takes place online) Characteristics Planned Distributed Integrated Synergistic

5. Assumptions Survey What do you like most, or expect to like most, about blended learning?

6. Advantages of Blended Faculty-student-student interaction Durable record of participation Persistent presence (anytime learning) Independent/active learning Deepened understanding (reflection, critical thinking)

7. Assumptions Survey What concerns or anxieties do you have about blended learning?

8. Disadvantages of Blended No set model – many decisions to be made anew Significant time needed for planning, managing workload, staying organized Many new things to learn (both teaching and technology)

9. Common Traps Building a course-and-a-half

10. Common Traps Leading with Technology, Not Learning

11. Common Traps “Activities” to Nowhere

12. Recommended Process 1 DesiredOutcomes 2 3 Learning Experience Evidence Backwards Design

13. For Example: Oral History Outcome: Conversant with OH methods, concerns, excellence standardsEvidence: Interview questions, discussion posts

14. Break Stretch your legs for 10 minutes When we reconvene, you’ll apply the backwards design process to your course.

15. Backward Design Take a look at your syllabus What you want your students to know and be able to do by the end of the course What will provide you with evidence of this learning?

17. Questions and answers(clarification, elaboration)

18. Student presentations

19. Groups: process (setting norms, meeting times)

20. Groups: reporting out

21. Videoconferences

23. Tips Plan Ahead Think Incremental and Iterative Focus on Design Principles, Not Technology Set Student Expectations Ask for Help Don’t Overdo It (Course-and-a-Half) Lead by Example University of Illinois, Chicago

24. 10 Questions To Keep In Mind What do you want students to know? What would be better achieved online and what would be best achieved face-to-face? What learning activities will take place online? What role will online discussion play? How will face-to-face and online integrate and support one another? How will you handle scheduling and supporting students as online learners? What % online and face-to-face? What will be your strategies for assessment? What technologies will you use, and how will students become oriented? What steps will you take to avoid “course and a half” syndrome? University Wisconsin, Milwaukee

25. Blended Learning Resources Educausehttp://www.educause.edu/wiki/Blend-Online University of Illinois, Chicagohttp://exedweb.cc.uic.edu/blended/facultyresources.html University of Wisconsin-Milwaukeehttp://www4.uwm.edu/ltc/hybrid Simmons Collegehttp://at.simmons.edu/blendedlearning