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Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create






 

 

 

 

A. Factual knowledge Reading (textbooks and online hypertexts) Tests; Search on Internet        
B. Conceptual knowledge Concept maps Online tests      
C. Procedural knowledge Discussion; Communication; Concept mappings; Online collaboration Practice; Resolve well-structured problems Case studies Reflection Resolve ill-structured problems
D. Meta- cognitive knowledge Communication; Brainstorming Making up learning strategy Activity record study Reflection  

Design Procedures for Blended Learning

Blended learning should be designed carefully. The procedures shown in Fig­ure 21.1 are intended to clarify how to design blended learning. The proce­dures have three main stages: (1) preanalysis, (2) activity and resource design, and (3) instructional assessment. Of course, instructional implementation is the ultimate objective of any instructional design model or viewpoint, including those related to blended learning.

Preanalysis. In order to ascertain whether blended learning could be used, several observations and analyses need to be conducted. These analyses mainly consist of three factors: (1) regular assessment of learners' prior knowledge, learning styles, and strategies; (2) content analysis of the curriculum according to the criteria of Table 21.2; and (3) environmental features analysis. Here, the learning activities and organizing methods should be clearly spelled out and defined, thereby enabling the creation of an initial analysis report.

Activity and Resource Design. This stage consists of three substages (see Fig­ure 21.1). A detailed design report in the second stage should be emphasized; it is the basic document for blended learning and focuses on teachers' instructional methods for organizing course events and activities and also the basic principles


Designing Blended Learning Focused on Knowledge Category and Learning Activities 303 FIGURE 21.1. DESIGN PROCEDURES FOR BLENDED LEARNING.


 

for curriculum assessment. The most important difference from ordinary instructional design is that it focuses on which activities and resources fit the e-learning context and which fit the typical classroom context.

Instructional Assessment Design. The assessment design depends on the activ­ity objectives, performance definitions, and the general environment of blended



The Handbook of Blended Learning


learning. It chiefly uses the assessment of the learning process (for example, using e-portfolios), the examination of curriculum knowledge (for example, online tests), and the organization of learning activities.

Case One: " Introduction to Educational Technology, " an Online Course

" Introduction to Educational Technology" is a course in the master's degree pro­gram in education for English teachers in the SNE within BNU. It is a typical blended learning curriculum, but uniquely developed through the cooperation of Chinese and British colleagues as funded by the two governments. The project started in May 2003, and was completed in May 2005.

Preanalysis

" Introduction to Educational Technology" is designed for in-service teachers to take from home. Not only is e-learning a suitable way for them to get credit hours, but this course exemplifies the integration of theory and practice since these teach­ers are learning much subtle and tacit knowledge about how to deliver course information and learning activities using the Internet. Given the lack of teacher knowledge or experience in this area and the need for modeling and sharing ideas, an appropriate amount of face-to-face instruction is needed in this case.

The course consists of seven relatively independent modules: (1) overview of ed­ucational technology, (2) integration of information technology into the curriculum, (3) instructional media, (4) instructional resources, (5) instructional design, (6) Web-based learning methods, and (7) a conclusion of the curriculum with an emphasis on teachers' professional development. The curriculum aims to foster teachers' capa­bility of using educational technology effectively to achieve better results of classroom instruction and promote teachers' professional development and reflection.

The curriculum implementation and main learning activities will be put into a Web-based platform. The basic learning modes include case studies, discussion of key themes, and group learning. The group learning is crucial since it will help learn­ers share their experiences and feelings, develop skills for analyzing and solving prob­lems, and make better decisions about strategies for using technology and fostering better instructional design. Learners can constantly improve their understanding in course concepts using discussion and communication, thereby equipping them with a better understanding of theory and method and how to put them into practice.

Learners of the curriculum come from K-12 schools. They need to take a 144-hour course over eighteen weeks while they are still teaching in their respec­tive schools.


Designing Blended Learning Focused on Knowledge Category and Learning Activities 305

Activity and Resource Design

This course uses a Web-based curriculum. Since the curriculum uses blended learning methods, it embeds a plethora of resources and activities. The actual curriculum involves all kinds of resources that are organized according to the activities reflected in Table 21.2. As such, this organizational framework provides the basis for the overall design of the curriculum. At the start of the course, a lead-in activity introduces the course content, learning objectives, learning methods, assessment methods, and even the appropriate navigational methods.

A typical unit example is shown in Table 21.3. This example is the basic frame of activities and resource design for the unit on instructional design. It is obvious that the curriculum needs the support of a powerful blended learning support system, so that different types of roles or activities can enhance student interac­tion and meet the stated learning outcomes. Most activities listed in Table 21.3 will be performed using a learning management system. But at the end of every

TABLE 21.3. BASIC DESIGN FRAMEWORK OF THE INSTRUCTIONAL DESIGN MODULE.







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