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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Overcoming Common Misconceptions About Blended Course Design

#Twitter: 
#blended08149
Presenter(s)
William Egan (Penn State University, USA)
John Haubrick (Penn State University, USA)
Session Information
July 8, 2014 - 1:00pm
Track: 
Blended Models and Course Design
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Governor's Square 16
Session Duration: 
50 Minutes
Session: 
Information Session 1
Abstract

Overcome blended course design misconceptions by exploring the course design process through the eyes of instructional designers.

Extended Abstract

Over the past few years, blended learning models have gained popularity at all levels of education. As faculty interest in transitioning courses to a blended delivery model increases, faculty development and instructional design are becoming more important. Quality blended course design requires an understanding of true blended learning and proper support before the course even begins. This presentation will offer proven best practices and suggestions for both instructors and instructional designers looking to develop engaging blended courses.

Common misconceptions based on real blended course design experiences will be discussed throughout the presentation. For instance, designing a blended course requires more than just assigning work outside of class. The time and effort needed to develop a high quality blended course far exceeds that required for a face-to-face course. And while a typical residence course can be built week-to-week, giving the instructor the flexibility to change content, an effective blended course requires looking at the course from a macro perspective long before the course begins.

Using an actual Penn State course that exists in both face-to-face and fully online versions as an example, we will collectively examine the design process for transforming either version of the course into a new blended learning experience for students. Blended course design should strike a balance amongst online and face-to-face content by structuring both in an engaging manner. Moving beyond the approach of posting video lectures online, we will suggest innovative instructional strategies and techniques that engage the learner in both synchronous and asynchronous environments.

Attendees will come away with a better understanding of blended learning principles and a heightened awareness of potential misconceptions relating to the design process. By walking through the various design transitions, attendees will get a glimpse of the blended course design process and mindset.

Lead Presenter

Bill is an instructional designer with Penn State World Campus and works out of the Great Valley campus outside of Philadelphia, PA. Bill works with faculty to design and develop blended and online graduate level courses. Currently, Bill works with the Human Resources and Employment Relations (HRER), MBA, and Engineering programs. Prior to working with Penn State, he was an educational technology and design specialist at a grade 6-12 cyber charter school in Pennsylvania. Bill earned his Master of Education (M.Ed) in Business Education from Bloomsburg University and his Bachelor of Science in Marketing from the University of Pittsburgh.