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Blended Course Design

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Jason Rhode
Jason Rhode

presentation covering some of the general steps in designing a blended course

1 de 29
Designing for Blended Learning
[object Object],[object Object]
Key elements for designing blended learning Zheng and Smaldino, p. 113 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Zheng and Smaldino, p. 113 Course design and content
Key considerations for course design and content Learner considerations Learning task/content Instructional strategies Media and materials Learning environment Course design preparation
Current course analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Garrison and Vaughan
Current course analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],Garrison and Vaughan
What do you want your students to learn and how will you know they have learned it?
Learning task/content ,[object Object],[object Object],[object Object],[object Object]
Learner considerations ,[object Object],[object Object],[object Object],[object Object],[object Object],Staley
Learner considerations ,[object Object],[object Object],[object Object],[object Object]
Instructional strategies ,[object Object],[object Object],[object Object],[object Object],[object Object]
Media and materials ,[object Object],[object Object],[object Object],[object Object]
Live In-Person Instructor-led classroom Hands-on labs Coaching/mentoring On-the-job training Synchronous Virtual Collaboration Live online learning Online chat/IM sessions Conference calls Video conferencing Asynchronous Virtual Collaboration Online discussion boards Listservs E-mail Blogs Wikis Self-Paced Asynchronous Online tutorials Simulations Online self-assessments Archived webinars Podcasts CD-ROMS F2F ONLINE
Learning environment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Course design preparation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Visual design considerations Layout Meaningful headings, bullet points, keywords Appropriate colors, font styles/size Images – only if they support content
Course redesign planning framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Joosten and Mangrich
Example: Decision-making processes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Joosten and Mangrich
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Example: Ads in American Culture Joosten and Mangrich
Blended course learning activities Joosten and Mangrich ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The first week of class ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],University of Central Florida
During the course ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],University of Central Florida
The end of the course ,[object Object],[object Object],[object Object],[object Object],[object Object],University of Central Florida
[object Object]
Summary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Let’s Practice Worksheet for Redesigning a Face-to-face Course with Online Components
References and Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
References and Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Blended Course Design

  • 2.
  • 3.
  • 4. Zheng and Smaldino, p. 113 Course design and content
  • 5. Key considerations for course design and content Learner considerations Learning task/content Instructional strategies Media and materials Learning environment Course design preparation
  • 6.
  • 7.
  • 8. What do you want your students to learn and how will you know they have learned it?
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14. Live In-Person Instructor-led classroom Hands-on labs Coaching/mentoring On-the-job training Synchronous Virtual Collaboration Live online learning Online chat/IM sessions Conference calls Video conferencing Asynchronous Virtual Collaboration Online discussion boards Listservs E-mail Blogs Wikis Self-Paced Asynchronous Online tutorials Simulations Online self-assessments Archived webinars Podcasts CD-ROMS F2F ONLINE
  • 15.
  • 16.
  • 17. Visual design considerations Layout Meaningful headings, bullet points, keywords Appropriate colors, font styles/size Images – only if they support content
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27. Let’s Practice Worksheet for Redesigning a Face-to-face Course with Online Components
  • 28.
  • 29.

Notas del editor

  1. Online lectures can come to life with video, audio and images Online discussions can come to life with effective prompts, questions and comments
  2. up/downloading email attachments, Wimba login, virtual classroom, chat, – questions on assignments, schedule, content, introductions/biographies - survey, quiz, assignment