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CONNECTING CLASSROOM & ONLINE EXPERIENCES

Patricia McGee, PhD

This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

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agenda

NOTE: Materials available in wiki• The First Day• Articulating the Blend• Designing the Blend• Mapping, Part 2

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The First Day

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Course Priorities: What are yours?

1. Review the Course Priorities checklist

2. Select a syllabus (case) from wiki

3. Using Course Priorities Checklist, and templates, identify

Learning Design

Culture

Logistics

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Articulating the Blend

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Blended Instructional Framework

• Learner-centered

• Big Ideas• Process/Content driven• Pedagogical Navigation

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Chunking Strategies: Preparing for F2F

1. CONTENT REVIEW 2. REHEARSAL

3.OPTIONAL ATTENDENCE

ALTERNATIVES

Provided

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Chunking the schedule

Meet 1 x week: Organize/Assig

n/Confirm

Online Activities/Assig

nmentsAssess

Online prepare for next meeting

Online overview-

watch, read, take notes

Online Activities/Assig

nments

Meet to put together, present, explore

Online/Campus Assess

Online Module Questions

Online research,

discussion + examples

Online Assignment Class Assess

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Example: The Class Schedule

• Three days prior to their next on-campus meeting, students are given a question or problem to discuss online.

• During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged.

• The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor.

• Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment.

from http://online.rit.edu/students/blended/overview.cfm

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Face2F Meetings: Focus on the Learner

• Minimal content delivery (exceptions)• Clarification of muddy points or

misunderstanding• Instructor scaffolding -demonstrating,

modeling, illustrating• Student-directed – peer led discussions,

collaboration, presentations• Just-in-need activities: office hours,

discussions

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Chunking Strategies: Online

Processing Content

Discussing

Groups/Collaborating

Completing Assessments

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Examples: The Class Schedule

• Distance Learning• Instructional Design/

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https://docs.google.com/a/my.utsa.edu/document/d/1SLrIoxe4seVDpQ9DUlbUpv5rTun0RlRqoA91GhDtd2A/edit?hl=en_US&pli=1

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Activity: Case Analysis

• Select one case in Blended Case Examples from wiki

• What happens (or can) in the classroom?• What happens (or might) outside the

classroom?• What works about how the course operates

between the two modes?

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DESIGNING THE BLEND

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Core Considerations

F2F

MaximumSatisfaction

Relevant

Online

Meaningful

Informative Feedback

Blend

Time-based

Authentic

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Intervals?

1. Time needed to process new information2. Time needed to prepare processed

information3. Time needed to respond (synchronous

events)

Recommendation: Provide time estimates for assignments and asynchronous activities.

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Example Intervals

Principle

1. Time is needed to process new information

2. Time is needed to prepare processed information

3. Time is needed to respond (synchronous events)

Application

1. Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days)

2. Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week)

3. In chat, count to 10 before responding

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Blended Variation

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Deciding What goes Where

• Give them something in each mode that they want, need and/or cannot get any other way

• Relate to their academic or personal interests: choices

• Provide privileges/acknowledgements for meeting or exceeding expectations

• Offer samples of work, peer reviews, benchmark assessments

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Assignments should …

• Serve a purpose • Require accountability• Offer options, when possible• Provide opportunity for practice• Be a bridge between locations• Be a part of something bigger –or- Be a

source of feedback (informal or formal)

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How do we delivery content online and prepare students for class?

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Example: Inside a Bb course

http://jolt.merlot.org/vol3no1/larson-daugherty.htm

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http://jolt.merlot.org/vol3no1/larson-daugherty.htm

Sequencing

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http://jolt.merlot.org/vol3no1/larson-daugherty.htm

Framing

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Activity: Introduce content online?

By introducing online, students can enter discussions anticipating interaction through:

– Answers to provided questions

– Hypotheses– Leading conversation– Other?

Select a repository and identify a resource that could be used to introduce content

• http://www.merlot.org• http://www.wisc-online.co

m/

• http://mcli.maricopa.edu/resources

• http://archive.nmc.org/projects/lo/repositories.shtml

• http://www.learning-objects.net/

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Thoughts on Grouping: Variations

Ability

Expertise

Learning/Thinking StyleRotating

Interest/Specialization

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Activity: Making a blend

• Using wiki document Blended Cases, select a course and open the course links.

• Select one or two objectives or assignments • Determine

– Where can assignment begin?– What will learners be given?– How will they know what to do?– What is their incentive?– What will they do where and when?

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MAPPING PART II

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Mapping Your Course: Part II

• Redesign a module• Discuss: The checkpoint questions

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Veronica Diaz

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Discuss: Checkpoint Questions, II

• In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?

Veronica Diaz

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Discuss: Checkpoint Questions, II

(1) How are you using the online or out of class time? To

– reinforce content, – practice content, – demonstrate evidence of

content mastery, – apply content, – add time on task, – introduce new content,

or – other?

(2) Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?

Veronica Diaz

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Accountability and Integration

• What is the role of out of class time?

• How can I maximize the face-to-face class time?

• How can I make sure my students are prepared for face-to-face class time?

• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other Reminder

Veronica Diaz

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Take-aways

• Are your priorities & framework clear from the 1st day?

• Does the blend start in class or online?

• How do assignments support engagement and objectives?

• How will Interaction be meaningful to the learner?

• How will you ensure that students come prepared to class? Or that you know they’re not ready before class?

• How can the blended delivery mode help you in supporting particular areas of difficulty in your course?

Veronica Diaz

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Patricia McGee, PhD

Patricia.mcgee@utsa.eduThis work is licensed under the Creative Commons

NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit

http://creativecommons.org/licenses/nc-sampling+/1.0/