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This Module in a Nutshell
This Module in a Nutshell
- Benefit of communication (teacher-student ; student – student)
- Media-Synchronicity Theory
- Understanding synchronicity as a criterion for determining what should be addressed online or in face-to-face sessions
- Design Process
- Designing the teaching and learning process
Benefit of Communication (Teacher - Student & Student - Student )
Benefit of Communication (Teacher - Student & Student - Student )
Online Teaching with or without Communication
Online Teaching with or without Communication
Benefit of Communication
Benefit of Communication
Media Synchronicity Theory
Media Synchronicity Theory
Media Synchronicity Theory
Media Synchronicity Theory
Conclusions:
Conclusions:
- For convergence (negotiation, evaluation etc.), use media of high synchronicity (high feedback, low parallelism).
- For conveyance, (Divergence, Collecting ideas) use media of low synchronicity. (low feedback, high parallelism, high processability).
- For newly formed groups use media of high synchronicity.
- Over time, less high synchronicity is needed.
- For established groups less high synchronicity is needed.
In short ==>
If discussions (evaluations, negotiations, decisions, etc.) are important during learning, address this in face-to-face phases.
If collecting ideas (memorizing, etc.) is important when learning, address this in online phases.
Designing Process
Designing Process
Designer
Designer
If an architect creates a plan for a building, his creative act still has to follow certain laws.
A course designer has also to repect certain aspect
Create a storyboard of your course step by step
Create a storyboard of your course step by step
Step 1 Decide, how many houres self-directed online learning and how many Live-Lessons are planned per week.
Step 1 Decide, how many houres self-directed online learning and how many Live-Lessons are planned per week.
Step 2 Decide how many weeks the course will last.
Step 2 Decide how many weeks the course will last.
Step 3 Create a time grid with WEEKS and the teaching modes online and f2f.
Step 3 Create a time grid with WEEKS and the teaching modes online and f2f.
Step 4 Fill in Post-it Notes for instructions, learning activities, formative quizzes and tests, with corresponding learning resources and stick them into corresponding cells into grid.
Step 4 Fill in Post-it Notes for instructions, learning activities, formative quizzes and tests, with corresponding learning resources and stick them into corresponding cells into grid.
Treat learning processes with a high degree of synchronicity in f2f phases (such as negotiation, evaluation, comparison…)
Treat learning processes with a low degree of synchronicity in online phases (such as collecting ideas, studying concepts ….)
Step 5 Verify logical structure of learning processes, check the comprehensiveness of the course content and and adjust students’ workload.
Step 5 Verify logical structure of learning processes, check the comprehensiveness of the course content and and adjust students’ workload.
Step 6 Create a holistic learning experience where every learning activity relates to other elements of the course.
Step 6 Create a holistic learning experience where every learning activity relates to other elements of the course.
Resulting outline of your course
Resulting outline of your course
In this phase of planning you can include formative tests, mock exams, exams, etc. so that regular retrieval learning takes place in the learning process. We will develop the concrete tests and quizzes or assingments at a later date.
In this phase of planning you can include formative tests, mock exams, exams, etc. so that regular retrieval learning takes place in the learning process. We will develop the concrete tests and quizzes or assingments at a later date.
The resulting outline of your course serves you and your team as a planning tool during the entire production process. Now the work can be organized in a collaborative way. Someone will create the website, others will collect and design the learning resources, and finally all the pieces will be put together on the website.
The resulting outline of your course serves you and your team as a planning tool during the entire production process. Now the work can be organized in a collaborative way. Someone will create the website, others will collect and design the learning resources, and finally all the pieces will be put together on the website.
After you have finished a draft of your course map, consider the following:
1. How do the assessments in the course connect back to course objectives?
2. How accurately do the assessments measure student achievement of learning objectives?
3. Are there any learning objectives that are not measured in the course assessments?
4. Is there a mix of both instructor-led teaching (direct instruction) and student-centred learning (guided inquiry)?
5. Do you provide students with both f2f and online opportunities for direct instruction and guided inquiry?
6. Do you create a strong sense of social presence of yourself and your students
AI as an assistant in course design
AI as an assistant in course design
In the hands of a skilled educator with experience in blended learning course design, AI can serve as a valuable and supportive tool. However, its suggestions should never be accepted uncritically.
In the attached document, I have compiled several examples—some more successful than others—that illustrate this point clearly. Even the most promising AI-generated ideas required substantial refinement and enhancement through my own expertise.
For those with a solid background in course design who view AI as a capable assistant rather than an autonomous creator, the efficiency gains can indeed be significant.
BL Design with AI Assistance.docxGoogle Sites
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