The Blended Learning Toolkit: A DIY Resource for Blended Learning Instructors and Designers

1. The Blended Learning Toolkit: A DIY Resource for Blended Learning Instructors and Designers Dr. Kelvin Thompson Dr. Linda Futch University of Central Florida

2. 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!

3. The Blended Learning Toolkit OVERVIEW

4. 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)

5. Scale UCF Model of Blended Learning • Across 20 AASCU institutions and 11 states

6. Partners

7. 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.

9. Questions?

10. BlendKit Course Materials GUIDED TOUR

11. 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

12. 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).

13. 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

14. Task 01: Conceptualize Your Blended Course COURSE BLUEPRINT

20. 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

21. Task 01: Conceptualize Your Blended Course MIX MAP

25. 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!

26. Task 02: Design for Interaction CREATE COURSE DOCUMENT DRAFTS

31. 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!

32. Task 02: Design for Interaction USING ZAPT

37. 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

38. Task 02: Design for Interaction MODULE INTERACTION WORKSHEET

43. 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

44. QUESTIONS?

45. Task 03: Decide Upon Assessments of Learning ASSIGNMENT INSTRUCTIONS

49. 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.

50. Task 03: Decide Upon Assessments of Learning CONFIGURE ONLINE QUIZ SETTINGS