Preparation for first F2F meeting
Discussion (in class and online) about “rules of discussion” in the course. Get class to agree on rules for interaction in forum discussions and in class (show respect, encouragement, positive criticism, supportive). How are students going to take charge of their learning, how can they support each other, how much of the course depends on independent study and own initiative? Students must not expect the teacher to solve everything, emphasize collective responsibility
Online lectures should not simply be copies of classroom lectures. Divide them into learning “bites” of maximum 15 minutes per lecture and make them concise and clear. Better to have concentrated sessions of 3 x 10 minutes than a long dull hour.
Try using the “flipped classroom” approach by recording lectures and using class time for interaction and practice. This approach must be explained to students before course start so they understand why they will not simply be expected to sit passively in class.
How will F2F link to online? Explain clearly that discussion will continue online after first meeting.
Explanation of how we will work on this course, using Moodle. Short demonstration of Moodle and if necessary other tools and refer to online guides for more help.
Classroom activity to help students get to know each other and form groups for online collaboration between meetings.
Pre-meeting recorded lecture - saves time during F2F meeting. Don’t use valuable class time on one way communication unless absolutely necessary.
Clear learning outcomes for each F2F meeting.
What is expected of students before the first F2F meeting? What to read, what to bring etc.
Click on the icons next to the topics for more information
Learning management system (Moodle)
Each week a group of 2-4 students are responsible for summarising and reflecting on the week’s learning. This contribution can be assessed.
Assign tasks to be discussed each week in forum. Let students take turns at being forum moderator each week, thus reducing the load on the teacher. Teacher must be active in forums at first but later in the course the students will be able to interact freely and discuss constructively.
Don’t be afraid to take away forums that have no activity. No point in having “ghost towns”.
Encourage discussion in forums. Teacher must kick off a discussion and give reasons for why it is important to take part. Lead by example at first and then step back and let students take control.
Students can be assessed for their contributions to forums. This must be explained at the start of the course. There is a tool in Moodle for assessing students’ forum activity.
Essential forums in Moodle - General News (info from teachers to students), Questions to teachers (clear channel for general questions) and Dialogue for private communication between one student and one teacher.
Moodle - clear titles for all forums on the course so it’s clear what each forum is used for (plus short clear descriptive text). Link each forum clearly to a specific task. Important when there are many of them in the same course.
All communication via Moodle, not e-mail. Important not to have parallel communication channels. In Moodle everyone sees a question and the answer so teacher avoids several students e-mailing the same question.
Moodle - course structure is clear with all relevant dates and deadlines. At least the first two modules should be complete and available to students. Not always good to show the whole course to students at the start. The outline should be clear but details can be revealed during the course.
Introduction to using Moodle for all. Can be face-to-face but online recorded demonstrations, manuals and FAQ should be easily available. Important to stress the fact that class discussions continue on Moodle and that they are expected to contribute. Credits should include making constructive comments in the forums.
All information about the course must be available from the course site in Moodle. Links to syllabus, course description, library, student services, technical support, study guide etc.
Information and support services
Student support services eg counselling, career guidance. Are they available for online students? If so how?
Link to Library services. Information about online services, databases, support etc.
A guide to copyright and plagiarism. The guide should be an online self-study course and is compulsory for all students. Possibly assign one or two credits and a graded assignment to reinforce the importance of this. There are many good guides on the web in English.
Guide on netiquette. How to show respect online, how to interact etc. How to encourage each other and give constructive criticism. Clear rules on how the university deals with abusive comments, racist/sexist remarks, spreading rumours etc. How to report abuse and how it will be dealt with.
Tool guides. Are there online guides to using the tools necessary for the course? Simple manual for Moodle, instruction videos, FAQ.
Study Guide. Guidelines on how to study on a blended learning course (common for whole university). General tips, what is expected of the student etc.
Syllabus re-design
Syllabus
Syllabus contains information on required text, bibliography, and course materials and where they can be found.
Syllabus clearly defines procedures in case of late assignments, lack of participation in discussion forums, non-attendance etc
All due dates are indicated in the syllabus.
Syllabus should inform students about their tasks, where and how to do it.
Syllabus is displayed on Moodle.
Formative evaluation
A variety of techniques is used to gather feedback on the instructional design, such as surveys and evaluation forms.
There is a place, such as a forum, where students can express their needs, frustrations, challenges and suggestions.
Assessment
Each assessment is graded.
Assessment modes are aligned to the objectives and activities
Assessment is based on multiple measures (papers, quizzes, tests, discussions) taken throughout the course
Learning objectives
Objectives emerging from the online component of the course are accounted for.
Objectives are identified across multiple levels of learning based on Bloom’s taxonomy
Objectives are easily measurable.
Objectives are stated clearly and made visible to students.
Course structure
Each module ends with a summary of key points.
Specific activities and modes of assessment are assigned to each module.
There are explicit learning objectives for each module.
Modules follow a regular pattern.
Course is divided into modules (a week or two worth of materials).
Course description on web
Present a clear but brief description of the following:
Present the course team with photos and short bios. Important to see the course as a team effort and not the sole responsibility of one teacher. The team should include someone with experience in educational technology and a librarian. Roles and responsibilities clearly defined for students.
Enrollment procedures. Can the whole process be carried out online?
Links to more information
Estimated study time per week. How much online work (hours per week)?
Types of interaction - expected to work in groups both F2F and online
How will the students be assessed?
Technical support - one contact number or e-mail address.
Technical requirements - access to a computer with internet connection (at least xx Mb/s), experience of using certain tools etc
What is expected of the students? Make it clear that students are expected to contribute to discussions in Moodle and that they are also expected to do online group work, using tools of their choice (eg Skype, Google Docs, Google+ Hangout etc)
Teacher availability?
Communication channels? Importance of LMS as course hub, not e-mail or telephone
What takes place in class and what takes place online?
Definition of the course - what is blended learning and how do we do it?
Administrative permissions
After the piloting stage, course documentation together with peer reviews and AMRES recommendation, should be submitted to the Faculty Senate.
Online component of the course can be submitted for accreditation under Standard 12.
It is neccessary for the grading of the online component to be included in the overall assessment.
Make sure you notify your department head in advance, as well as get clearance from the academic vice-dean.
Before course start
Have a plan B in the background if some technical element does not work as expected.
Keep your use of new technology to a minimum. Only use tools you feel comfortable with yourself, that you have tried and tested. Keep it simple! Don’t run before you can walk.
Make a welcome video to put on the course site/Moodle. Easy to record using Screencast-o-matic or Jing. Lets students see the teacher before the first meeting and makes them feel welcome. Encourage students to make their own presentation videos and post them in the forum.
Begin your first Learning Module with a reminder to carefully read your syllabus and any other material you have provided about course mechanics and best practices to ensure student success. Consider creating a 10-15 items syllabus quiz to help students attend to some of the more important things they need to know about your course.
Assessment - consider awarding credits per assignment instead of one big final examination. Make sure credits are awarded for both F2F and online work.
Have all teachers on the course received specific training in teaching in a blended learning course?
Hybrid course checklist
This checklist is a result of a the activity 2.6 within Tempus BLATT project and it aims at teachers starting a new or transforming an existing course into a hybrid. The list aims at assuring minimum course quality and setting good practice of pedagogical use of digital technology at the University of Pristina. It is based on the practices of universities worldwide.
Resources:
Blended Learning @ Simmons College
Cape Fear Community College
Texas State University
University of Central Florida
University of Utah
Web Learning @ Penn State University
Authors:
Aleksandar Jovanovic, University of Pristina
Alastair Creelman, Linnaeus University
Anita Jankovic, University of Pristina
