blended learning course design
Blended instruction offers flexibility, accessibility, and a way to maximize the benefit of face-to-face interaction between instructor and student. However, a well-design blended course requires more than shifting components of a traditional course online. It takes deliberate and thoughtful planning and design. It requires a lot of organization. It forces you to reconsider some of your assumptions, assignments, and practices.
Introductory courses are packed with content. Teachers struggle to get through it during class; students struggle to master it outside of class. Too often learning consists of memorizing material that’s used on the exam but not retained long after. Faculty know they should use more strategies that engage students, but those approaches take time and, in most courses, that’s in very short supply.
Blended courses, when executed skillfully, can create a better learning experience for students while also meeting the needs of the institution for scalability and academic rigor. This seminar goes beyond discussing theory and focuses on demonstrating how blending has worked in classroom settings, giving you the skills you need to adapt the blended learning model to your own courses.
Online Seminar • Recorded on Thursday, May 2nd, 2013
This seminar will provide you with greater confidence in making the move to blended learning classroom, as well as a clear understanding of the right way to approach it, the best practices for content delivery, and the most meaningful methods of assessment and improvement.
Online Seminar • Recorded on Wednesday, March 13th, 2013
In order to realize the full potential of a blended course, a professor needs to understand how to maximize the benefits of both online and face-to-face teaching environments. In this seminar, Drs. Kelvin Thompson and Susan Wegmann share the newest, research-based techniques for improving blended courses.
Online Seminar • Recorded on Tuesday, January 15th, 2013
Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality.
This blended learning video series provides a comprehensive approach to blended course design based on established pedagogical theory and shaped by real-world experience.
Should I Use ADDIE as a Design Map for My Blended Course? Program includes a CD with the video presentation, plus supplemental materials, PowerPoint slides, and complete transcript • $99 Approaching your first blended learning course can feel as though you’re venturing into unknown territory. You know instructional design can be just as important as
For college faculty interested in exploring blended learning, deciding which course elements to teach face-to-face and which to address through online technology can be a major stumbling block.
Teaching a great blended course involves much more than divvying up content between face-to-face instruction and online technology. Effective blended course design requires faculty to reconsider their role in learning.