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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

Tables, Narratives, Proposals, and More: The Many Shapes of Blended Course Design Plans

#Twitter: 
#blended20993
Presenter(s)
Chad Shorter (University of Wisconsin-Madison, USA)
Sarah McDaniel (University of Wisconsin-Madison, USA)
Session Information
July 8, 2014 - 3:30pm
Track: 
Blended Models and Course Design
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Governor's Square 10
Session Duration: 
50 Minutes
Session: 
Information Session 2
Abstract

What's the most helpful format of course design blueprints for program leaders and participants? Let's discuss the many decisions for finding the right fit.

Extended Abstract

In the first four rounds of our blended learning course design program at UW-Madison, we, as program designers and facilitators, have provided a model, but we have not forcefully dictated what our participants should produce in terms of blended design blueprints. As a result, faculty and instructional staff participating in our program have created a range of "course maps" as the main deliverable. As we have considered which course map options we will model for participants in future offerings, we have considered numerous decision points.


Session activities and interactions:

  • I will present examples from among many options of course map formats that range from an informal collection of notes, to a rigorous (and interminable!) table of activities, to a new course proposal for a department curriculum committee.
  • Audience participants will discuss with neighbors and suggest potential advantages and disadvantages of the different formats.
  • I will present some of the criteria, situational factors, and participant feedback that we, as program designers and facilitators, can consider for future offerings of our program. Some criteria include intended audience (e.g. curriculum committee), accreditation requirements, levels of instructor autonomy and self-confidence, existing support structures for developing and implementing a course map, and more.
  • Audience participants will brainstorm creative new formats that address the needs of our program participants.
  • Audience participants will reflect on the circumstances at their institutions, identify possible formats for their blended course design programs, and create a basic course map matrix of options.



Session outcomes:

  • Participants will be able to explain potential advantages and disadvantages of various "course map" formats.
  • Participants will reflect on their own circumstances and apply presented decision-making criteria to the current and/or preferred formats of their program deliverables.
  • Participants will create a basic course map matrix for themselves or for their program participants to aid their decision-making processes regarding program deliverables.
  • Presenter will gather additional course map format ideas to present as options to the participants in his design program.



Although I will present different models we've used, lessons we've learned in our experience, and feedback from program participants at UW-Madison, I believe that the collective experience of the session participants (whether novice or expert) will be a significant contribution to the success of this session. It is my goal that I and all session participants will leave this session with a stronger confirmation of current approaches or with more ideas for the course map format or range of formats that they model for their blended design program participants.

Lead Presenter

Chad Shorter is a Learning Technology Consultant at the University of Wisconsin-Madison. He partners with faculty and staff in formalized development programs, workshops, and consultations to help them make thoughtful decisions about teaching and learning. Lately his focus has been on blended learning faculty development and course design. He came to his current role as a teacher, having taught courses at the university level for eight years. He has a BA in Italian from Brigham Young University and an MA in Italian Language and Literature from the University of Virginia.