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 CollegeCape Fear Community CollegeTexas State UniversityUniversity of Central FloridaUniversity of UtahWeb Learning @ Penn State UniversityAuthors:Aleksandar Jovanovic, University of PristinaAlastair Creelman, Linnaeus UniversityAnita Jankovic, University of Pristina
Before course start
Have all teachers on the course received specific training in teaching in a blended learning course?
Assessment - consider awarding credits per assignment instead of one big final examination. Make sure credits are awarded for both F2F and online work.
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.
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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.
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.
Have a plan B in the background if some technical element does not work as expected.
Administrative permissions
Make sure you notify your department head in advance, as well as get clearance from the academic vice-dean.
It is neccessary for the grading of the online component to be included in the overall assessment.
Online component of the course can be submitted for accreditation under Standard 12.
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After the piloting stage, course documentation together with peer reviews and AMRES recommendation, should be submitted to the Faculty Senate.
Course description on web
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Present a clear but brief description of the following:
Definition of the course - what is blended learning and how do we do it?
What takes place in class and what takes place online?
Communication channels? Importance of LMS as course hub, not e-mail or telephone
Teacher availability?
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)
Technical requirements - access to a computer with internet connection (at least xx Mb/s), experience of using certain tools etc
Technical support - one contact number or e-mail address.
How will the students be assessed?
Types of interaction - expected to work in groups both F2F and online
Estimated study time per week. How much online work (hours per week)?
Links to more information
Enrollment procedures. Can the whole process be carried out online?
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.
Syllabus re-design
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Course structure
Course is divided into modules (a week or two worth of materials).
Modules follow a regular pattern.
There are explicit learning objectives for each module.
Specific activities and modes of assessment are assigned to each module.
Each module ends with a summary of key points.
Learning objectives
Objectives are stated clearly and made visible to students.
Objectives are easily measurable.
Objectives are identified across multiple levels of learning based on Bloom’s taxonomy
Objectives emerging from the online component of the course are accounted for.
Assessment
Assessment is based on multiple measures (papers, quizzes, tests, discussions) taken throughout the course
Assessment modes are aligned to the objectives and activities
Each assessment is graded.
Formative evaluation
There is a place, such as a forum, where students can express their needs, frustrations, challenges and suggestions.
A variety of techniques is used to gather feedback on the instructional design, such as surveys and evaluation forms.
Syllabus
Syllabus is displayed on Moodle.
Syllabus should inform students about their tasks, where and how to do it.
All due dates are indicated in the syllabus.
Syllabus clearly defines procedures in case of late assignments, lack of participation in discussion forums, non-attendance etc
Syllabus contains information on required text, bibliography, and course materials and where they can be found.
Information and support services
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.
Tool guides. Are there online guides to using the tools necessary for the course? Simple manual for Moodle, instruction videos, FAQ.
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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.
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.
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Link to Library services. Information about online services, databases, support etc.
Student support services eg counselling, career guidance. Are they available for online students? If so how?
Learning management system (Moodle)
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.
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.
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.
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 - 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.
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.
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.
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.
Don’t be afraid to take away forums that have no activity. No point in having “ghost towns”.
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.
Each week a group of 2-4 students are responsible for summarising and reflecting on the week’s learning. This contribution can be assessed.
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Preparation for first F2F meeting
What is expected of students before the first F2F meeting? What to read, what to bring etc.
Clear learning outcomes for each F2F meeting.
Pre-meeting recorded lecture - saves time during F2F meeting. Don’t use valuable class time on one way communication unless absolutely necessary.
Classroom activity to help students get to know each other and form groups for online collaboration between meetings.
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.
How will F2F link to online? Explain clearly that discussion will continue online after first meeting.
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.
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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.
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
