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Steps Toward Redesigning Your Traditional Course

Course Objectives

Find your [Course Content Summary]().

Consider what students should learn in your course. Make a list of objectives. Choose and work on one objective at a time.

Sample Course Objectives:

  • Math 151: Perform operations on sets and Venn diagrams and solve problems utilizing set operations.
  • English 112: Recognize and employ different parts of an argument including concession, refutation and confirmation.

For help with writing assignments corresponding to your Course Objectives, see [Bloom's Taxonomy of Educational Objectives]().

Alicia Tucker - Instructor, History

Learning Activities

Think about a few face-to-face or online Learning Activities that you typically use in class. Make a list.

Sample Learning Activities:

Lecture, class discussion, writing workshop, peer review, exercises, drill and practice, case studies; simulations, debates, student presentations and/or lab work problem solving.

Blending Face-to-Face and/or Online

Once you decide on your objective and have a few learning activities in mind, think about how you will blend the instruction effectively through face-to-face and/or online activities. Face-to-face and online learning activities should be integrated and interwoven, feeding back and supporting one another (see Comparison Worksheet).

Sequence the Blend

Divide learning activities into discreet sections:

  • before class (online)
  • during class (face-to-face)
  • after (online)

During Face-to-Face Class

  • Engage students during class with activities, questions, discussions, group work, etc.
  • Keep your lectures to a minimum -- 10-15 mini-lectures.

After Face-to-Face Class

Create assignments for student reflection and contact with material:

  • short writing assignments
  • homework problems
  • online quizzes
  • test questions

Sample Redesign Transformation: English 112

Course Objective:
Recognize and employ different parts of an argument including concession.

  1. Different Learning Activities That Can Be Used to Achieve the Objective:
    • Mini-lecture on the “concession” in an argument
    • Reading assignment on “concession” examples in editorial arguments
    • Class discussion on reading about “concession”
    • Class debate practice arguing and “concession”
    • Writing assignment on a “concession” and peer review
  2. Face-to-Face or Online/The Blend:
    • Face-to-Face mini-lecture on the “concession” in an argument (ex. short lecture so you can answer questions and clear up possible confusion and see their faces/eye contact)
    • Online: Reading assignment and online discussion: “concession” examples (out of class assigned reading and online discussion)
    • Face-to-Face class debate: (face to face – students assigned sides in class; play devil’s advocate; practice their “concessions”)
    • Online reflection (students write reflection on the face-to-face debate on a discussion board)
    • Homework: Writing assignment on the “concession”part of their argument
    • Face-to-Face writing assignment due (face-to-face peer review of their “concession”)
Adapted from a similar document by Ike Shibley Penn State University -- Berks http://berks.psu.edu/hybrid/Shibley_BerksBlended.pdf