A Blended Design: Digital Learning

Professional Development For Secondary Educators

Hi Everyone,

My name is Marilyn Fassett and I will be your online facilitator for the course on Blended Learning by Design. I would love to tell you that this course will be facilitated from the Cliffs of Moher, the Great Wall of China or some other exotic place that I would love to visit, but alas, I will be meeting with you from my home in Manorville, New York. Manorville is located near the gateway to the Hamptons of Long Island, and a ferry ride from the other summer hot spot, Fire Island.

The course start date is September, 2015. You will have access to the course site starting August, 2015. To hear teacher introduction.

Once you have access to the site, please complete all orientation and preparatory activities, check your browser and if you have any questions or concerns please use your university email account to contact me now, and in the future, as I will be responding only by your university e-mail account. My university account e-mail address is mfassett@gmail.com.


Emergency contact Information:

Phone: 631-xxx-xxxx

Office: Online

Office Hours: Online meeting times will be scheduled throughout the course.


COURSE DESCRIPTION


This is a eight week Professional Staff Development course that will be taught entirely online through asynchronous discussion and individual assignments as well as synchronous lessons. Staff members will design instruction for a blended course/module that they will facilitate. Today, educational challenges posed by the implementation of the Common Core, demands higher standards along with increasing learner diversity, shows the need for greater opportunities to maximize learning for all students.


COURSE GOALS


The objectives for this course are to have educators:

  1. Experience how the myths of digital learning have impacted online student learning.

  2. Make students better digital citizens.

  3. Use the Best Practices principles of online/blended /hybrid learning:

a. Engage early and often.

b. Establish a social presence.

c. Review and comment in discussion forums frequently.

d. Create supportive online course community.

e. Provide efficient and informal feedback.

f. Learner-centered activities and use a variety of large and small group activities as

well as individual assignments.

g. Clear expectations for communicating and learner work time.

h. Use synchronous and asynchronous activities.

to design their course/module using the appropriate academic subject matter Common Core Standards.


Course Learning Outcomes

Upon completion of this course, learners will be-be able to:

  1. Reflect on their experience of being an online learner v face to face student.

  2. Summarize the evidence that supports the myths of digital learning as misconceptions.

  3. Describe how myths will impact course design.

  4. Evaluate the pros and cons of integrating digital media for instruction v face to face instruction.

  5. List and explain the theories that support a blended design for the classroom.

  6. Evaluate modules of course design-(hybrid and online).

  7. Discuss the differences between the role of differentiated instruction and blended learning.

  8. Review and analyze studies by cognitive scientists on learning and brain research.

  9. Analyze and apply digital citizenship.

  10. Write instructional objectives for their course/module.

  11. Create a blended course module for evaluation.

  12. Establish a rubric for assessment of student work.

WAITING TO HEAR FROM YOU!

Please respond by e-mail to verify receipt of this information. When you reply, your subject line should include your full name and course title abbreviated as ITBL. Your subject line for the reply may look like this:

Subject: Replying to Welcome Email, Marilyn Fassett ITBL


There is a lot for us to share and I look forward to sharing and learning with you!

WHERE TO BUY BOOKS

TEXT:

Textbooks, “The World Is Open” by Curtis J. Bonk and “Making the Move to E Learning,” by Lehmann and Chamberlain can be ordered from Amazon or Barnes and Nobles. If you have not ordered the textbooks as yet, please do so immediately to ensure receiving the books in a timely fashion.


Additional Resources:

Smith, Robin. Conquering the Content: A Step by Step Guide to Online Course Design, First Edition(2008). Jossey-Bass.


Horton, William. E Learning by Design, Second Edition(2012). John Wiley and Sons,Incs.

Online

Meyer, Ann, Rose H. David, Gordon, David. Universal Design for Learning: Theory and Practice. (2013)

http://udltheorypractice.cast.org/login

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COURSE TOPICS:

MODULE ZERO: Pre-Course Activities

1. Pre-course e-mail of information

a. Course start date instructions

b. Contact information

c. Textbook/e-text

d. e-mail address

e. Responding to Pre-course e-mail

f. E learning skills survey
g. Navigating the L.M.S.

MODULE ONE: INTRODUCTION

1. Introduction Prompt
2. Personality Type Prompt
3. Pre-course Activities Quiz
4. Humanizing E Learning
5. Self-Reflection

MODULE TWO: WHY DIGITAL LEARNING ?

Objectives
1. Summarize the evidence that supports the myths of digital learning as misconception.
2. Describe how myths will impact course design.
3. Evaluate the pros and cons of integrating digital media (technology) for online instruction
v f2f instruction.

MODULE THREE: BLENDED LEARNING

Objectives

1. Define blended learning.

2. Evaluate models of online blended course design.
3. Discuss the role of differentiated instruction with blended learning.
4. Create an example of a differentiated lesson embedded in blended instruction.
5. Review and analyze studies by cognitive scientists on learning and brain research.

MODULE FOUR: DEFINING PROCEDURES

Objectives

1. Analyze and apply digital citizenship.

2. Discuss netiquette rules for students.

3. Compile a list of possible netiquette rules for students.

4. Students will investigate the characteristics of a well designed and authentic website.

5. Students will investigate hoax sites.

MODULE FIVE: DECIDING THE CURRICULUM

Objectives
1. Identify a theme/topic from the secondary core curriculum to develop a blended lesson.
(Common Core)
2. Identify and write S.M.A.R.T. instructional objectives for a blended module/course.
3. Identify performance indicators for a blended module/course.
4. Create connect type activities (absorb, do, connect) that will show engagement.
5. Align materials and resources to be used in the course which will include the use of
digital media.

MODULE SIX: SUPPORTING THE ICT/ELL CLASS (Integrated Co-Teaching)

Objectives

Not completed

MODULE SEVEN: CREATING ASSESSMENTS

Objectives

1. Determine assessments strategies.

2. Create a rubric for assessment of student work.

MODULE EIGHT: BLENDED LEARNING MODULE/COURSE PRESENTATION

Objectives

Not completed



EVALUATION:

Final grades in this course will be based on


45 pts. for discussions

20 pts. for assignment grades

10 pts. quiz/survey scores

25pts. final project

= 100 pts.



GRADE SCALE

90-100% = A

80-89% = B

70-79% = C

60-69% = D


Below 60% is failing. Extensions for a grade of “Incomplete” will be determined

after discussion.


Late work will be penalized during the eight weeks of the course. All work is due on the final day of the course.


TENTATIVE COURSE SCHEDULE (NOT COMPLETED)

Week

ONE

Topic

Precourse Activities

Orientation and preparatory activities, receipt of e-mail


Week

TWO

Topic

Introduction

Reading

Humanizing ELearning


http://info.shiftelearning.com/blog/bid/354566/Humanize-Your-eLearning-Courses-or-Risk-Losing-Learners


Week

THREE

Topic

Why Digital Learning ?

Reading

The World Is Open: How Web Technology is

Revolutionizing Education. Curtis Bonk


Week

FOUR

Topic

Blended Learning

Reading

Making the Move to E Learning by Lehmann and Chamberlain


Week

FIVE

Topic

Defining Procedures

Reading

Conquering the Content by Robin Smith


Week

SIX

Topic

Deciding the Curriculum

Reading

Common Core/State Curriculum Guides


Week

SEVEN

Topic

Supporting the ICTS/ELL Classroom

Reading

Co-Teaching in Inclusive Classrooms

Council for Exceptional Children

Universal Design for Learning: Theory and Practice


Week

EIGHT

Topic

Creating Assessments and Final Presentation

Reading

Learning by Design, 2nd edition. William Horton


*Course calendar may be altered as needed.

ASSESSMENTS:

Staff will participate in several individual and collaborative activities throughout the course in order to establish proficiency. Your instructor will indicate the method of delivery for each assignment.


1. Discussions

2. Survey

3. Self-assessment quiz

4. Think-Pair Share discussion

5. Partner collaboration

6. Reflective notes

7. Wiki

8. Netiquette quiz

9. Rubric

10. Digital pamphlet

11. Pro/Con grid

12. Course content forms

ACADEMIC INTEGRITY

Plagiarism is the act of presenting someone else’s ideas and work as your own. It ranges from not citing the sources of ideas and textual excerpts to turning in an assignment written by someone else. Plagiarism will not be tolerated, and may result in failing assignments and/or the course.

STUDENTS WITH DISABILITIES:

Students desiring accommodations for this class on the basis of physical, learning or psychological disability are to contact the instructor immediately.