Establishing Quality and Impactful Methods for Blended Education

Pre-Conference Workshop Session 1
Blended

Brief Abstract

The transformation of our educational landscape over the past two years has been unprecedented. As institutions explored online teaching modalities, many decided that blended learning was the most suitable modality for their institutions. However, for an effective blended learning program, there must be the acceptance of the core principles of blended learning by the teaching and learning community, the effective use of technology, reflection for sound pedagogical decisions in designing, developing, and delivering a blended design program. This workshop will engage participants in establishing quality and impactful methods for designing, developing, and delivering blended courses/programs. 

 

There is a fee of $275 for this pre-conference Master Class. You may also register for this Master Class as part of a special $495 Combo package of 2 Master Classes (1 AM and 1 PM class).

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Presenters

Lead Presenter: Sue Bauer, University of Central Florida

Sue is an instructional designer (ID) with the Center for Distributed Learning at the University of Central Florida. Sue collaborates with other IDs to deliver professional development opportunities, applies best practices with her faculty when structuring online course design, and offers consultation and instructional design/delivery guidance.  She also project manages graphics, media development, and emerging technology implementation as well as assessment and research considerations for fully online and blended courses. Sue's areas of interest and research are Project Management for IDs in Higher Education and Mobile Learning.

Co-presenter: Amy Sugar, University of Central Florida

Amy Sugar is an Associate Instructional Designer at the the University of Central Florida's Center for Distributed Learning. She holds an M.A. in Instructional Design and Technology from the University of Central Florida and a B.A. in Music Education from Florida State University. Amy’s prior professional experience includes leading the Instructional Design & Technology Team at Rollins College in Winter Park, FL, teaching in an adjunct role at Rollins College, and teaching elementary music in Orange County Public Schools. Her areas of interest and research include professional development, accessibility, and digital literacy.

Co-presenter: Rohan Jowallah, University of Central Florida

Dr. Rohan Jowallah has worked in education for over thirty years and has international experience, teaching in the Caribbean, England, and the USA. His teaching experience includes online, face-to-face, and blended modes of course delivery. He has taught at various levels: elementary school, middle school, high school, and university. Dr. Jowallah is currently employed at the University of Central Florida as a Senior Instructional Designer. He also works as an adjunct faculty at two universities. Dr. Jowallah holds an Ed.D. in Language and Literacy in Education from the University of Sheffield in England; M.Ed. in Special Needs and Inclusion Studies from The Open University in England; BSc in Psychology from The Open University in England; Graduate Certificate in Teaching and Learning in Higher Education from the University of Wolverhampton in England; Diploma in Secondary Education from Bethlehem Moravian College in Jamaica and a certificate in Social Work from The University of the West Indies School of Continuing Studies. Dr. Jowallah has a published book and several peer-reviewed published journal articles and book chapters. His dominant research areas are learning spaces and inclusion. He is also an active vlogger on YouTube, with over 100 videos connected to his research interest. He currently has over 1450 subscribers and produces weekly content.

Extended Abstract

The transformation of our educational landscape over the past two years has been unprecedented. On reflection, the COVID-19 pandemic forced many learning institutions into unfamiliar learning modalities. One primary concern associated with these unfamiliar learning modalities was that little consideration was given to basic pedagogical principles that govern these spaces. As institutions explored the most appropriate modality, many decided that blended learning was the most suitable modality for their institutions. 

However, for an effective blended learning program, there must be the acceptance of the core principles of blended learning by the teaching and learning community, the effective use of technology, reflection for sound pedagogical decisions in designing, developing, and delivering a blended design program. Furthermore, it will be necessary to consider enhancing inclusivity at all stages of the blended course design process. The reality is that quality blended learning initiative provides a pathway for students' ownership of their learning, personalizing their learning, and opening educational opportunities via greater flexibility (Thompson et al. 2020 & Recco, 2018). Central to the blended teaching and learning experience will be the need for active engagement between students and instructors. This workshop will engage participants in establishing quality and impactful methods for designing, developing, and delivering blended courses/programs.  

The workshop will:  

  1. Define and explore definitions of blended learning 
  2. Articulate the fundamental principles for designing, developing, and delivering a blended course or program.   
  3. Outline quality indicators for assessing blended courses 
  4. Highlight impactful methods for blended education that will lead to active engagement in the blended learning environment. 
  5. Engage participants in drafting their blended learning course. 

Participants of the workshop will have access to various materials that they can use to design, develop, and deliver blended courses/programs.  

Activities in the workshop include: 

  • PowerPoint presentation  
  • Discussions 
  • Workshop Activities 
  • Paired group activities 
  • Beginning draft - blended learning course 

Note: Participants should consider accessing a course syllabus and schedule that they would like to design for blended learning or any current work in progress associated with blended learning. 

References 

Recco, R. (2018, December 27). What Separates a Good Blended Learning Program From a Bad One? - EdSurge News. Retrieved from https://www.edsurge.com/news/2018-02-20-what-separates-a-good-blended-learning-program-from-a-bad-one 

Thompson, K., Jowallah, R. & Cavanagh, T (2019). “Solve the Big Problems:” Leading through Strategic Innovation in Blended Teaching & Learning (In Leading through Strategic Innovation Blended Teaching and Learning. Hershey, PA: IGI Global.