7BlendingPrinciples

Student‐FacultyInterac0onandRela0onsGoals:Socialpresence,approachable,realandhuman,awareandcaringgivinga=en0on,informalinterac0on,encouragingexpression,construc0vefeedback,warmandpersonableMethods:Profilepageswithpictures,discussionswithpictures,audio/videointroduc0ons,audio/videofeedback,videoconferenceofficehours,narratedmini‐lectures

1

StudentCollabora0onandPeerFeedbackGoals:Socialpresence,coopera0onandhelpfulness,learningcommunity,informalconversa0on,peerreview&feedback,sumgreaterthanparts,mo0va0on&inspira0on,par0cipa0on&teamwork,collec0veknowledgeMethods:Webcollabora0onteammee0ngs,socialnetworking,informalconversa0on,peerassistance,conversa0onaldebate,socialbookmarking,collec0venote‐taking

2

RespectforDiverseTalentsandLearningStylesGoals:Choicesandflexibility,varietyofsources,tappingdiversestrengths,diversifyingteams,useofmul0plemedia,tailoredresources,varia0onofac0vi0es,learningfromdifferencesMethods:Alternateblendedmodali0es,choicesinassignments,materialsindifferentmedia,personalinventoriesforteamforma0on,facilitatestudentblogging,stagedebatesforvaryingperspec0ves,learningcontracts,broadguidelinesforflexibility,peerinstruc0on

3

Ac0veandExperien0alLearningGoals:Socialandintellectualengagement,inquiryanddiscovery,challengeandscaffolding,knowledgeconstruc0on,real‐worldproblemsolving,doingandreflec0on,roleassump0ons,mentoringandappren0ceship,meaningmakingMethods:Scenarioandroleplaying,caseanalysisfacilita0on,conceptpolling,peerinstruc0on,interac0vecasewarm‐ups,peercri0que&feedback,Skypebuddies,studentnarratedpresenta0ons,onlinesimula0ons,structuredcontroversies,personalreflec0onsandtakeaways

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PromptandSpecificFeedbackGoals:Focusingthelearning,guidingstudentwork,mo0va0ngandinspiring,observingprogress,amplifyinggoodprac0ces,derailingmisconcep0ons,buildingconfidence,evalua0veassessment,measuringcompetency,forma0veassessment,two‐wayfeedbackforteachingimprovementMethods:Auto‐gradedprac0ceexams,lowstakesquizzes,videoofexemplarproblemsets,peerreviewandfeedback,onlinecasewarmups,videoconferenceofficehours,audiocommentsonwork,anonymoussurveys,midtermevalua0ons

5

ConcreteandHighExpecta0onsGoals:Suppor0ngachallenge,mo0va0onandinspira0on,real‐worldstandards,providingroadmaps,markingprogress,enhancingprofessionalism,definingrangeofacceptabilityandexamplar,substan0a0ngassessmentsMethods:Rubricsdelinea0nglevelsofqualityandexpecta0ons,pos0ngexemplarworksforreview,publiclypraisingexemplarwork,no0ngtypicalpiRallstoavoid,rewardrevisedwork,peerconstruc0vefeedback,repeatedknowledgesurveys,shortcommentsencouragingdeeperanalysis

6

AllocatedTimeonTaskGoals:Effec0ve0memanagement,pacedeffortandlearning,maintainoverallflowandpacing,fostergroupcohesion,assureproper0meandeffort,avoidprocras0na0onandstress,reducewasted0meandeffort,allowincuba0onperiod,modelgoodplanning,efficientandeffec0veuseof0meMethods:Tradingcommute0mefor0meontask,narratedmini‐lecturesonline,deadlineclarityandreminders,breakassignmentsintosmallmodules,pacewithstageddeadlinesandfeedback,seekmid‐assignmentprogressposts,setdraSdeadlines,facilitatepeerreviewofdraSs,setrubricstoaidself‐assessment,regularlyscheduledcheck‐insonline

7

7BlendingPrinciples

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Face‐to‐FaceIdeallySuitedfor:Establishingrela0onships,fosteringpersonalreport,establishingclassnorms,team‐buildingac0vi0es,integra0nglargeandsmallgroups,addressingdelicatema=ers,proctoringexams

14ModaliCes

Real‐0meRemoteIdeallySuitedfor:Reducingcommute0me,teamcollabora0on,peer‐to‐peerinstruc0on,conferringone‐on‐one,integra0ngguestspeakers,onlinegroupac0vi0es,conduc0ngclasswhiletraveling

2

AsynchronousIdeallySuitedfor:Reducingcommute0me,studentreviewofmini‐lectures,0meintensiveac0vi0esandassignments,deepengagementwithcoursematerialsandcontent,peerreviewandfeedback,createandviewstudentonlinepresenta0ons,take‐homequizzes,prac0ceexams,teamprojectwork

3

Mul0‐CampusIdeallySuitedfor:Reducingcommute0me,enhancedenrollments,programma0cflexibility,groupac0vi0esandprojects,integratedguestspeakers,recordclasssessions

4

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Access,Convenience,andFlexibilitySuccessin:

Course availability & scheduleMinimal driving requirementsFlexibility in class meeting timeMeeting with team outside classEasy access to course materialsRecorded content from in-classAccess to professor & classmates

15SuccessFactors

LearningEffec0venessSuccessin:

Meeting learning objectivesMeaningful interactions with prof & studentsOpportunities to interact with industry expertsEffective collaboration with teammatesMeaningful engagement with course contentSufficient time to dedicate to tasksTimely and meaningful feedback on workAppropriate assessments based on clear standardsExperiential activities giving meaning to key conceptsDiverse activities for diverse talents and learning

2

StudentSa0sfac0onSuccessin:

Effective and relevant learning opportunitiesEasy and affordable access to e-learning toolsOngoing and effective technical supportEasy learning curve and effective trainingAdequate orientation to blended learning formatEfficient management of workload, schedule, & timeInvolvement in meaningful learning communityEasy and affordable access to services & materials

3

FacultySa0sfac0onSuccessin:

Effective and relevant learning opportunitiesEasy and affordable access to e-learning toolsOngoing and effective technical supportEasy learning curve and effective trainingEfficient management of workload, schedule, & timeMeaningful collegial exchangesEasy and affordable access to services & materialsAssurance of administrative supportOpportunities for new researchFurther opportunities for professional developmentOpportunities for reward and recognition

4

ScalabilityandSustainabilitySuccessin:

Effective repurposing of developed materialsEffective sharing of developed materials and methodsReplicable innovation Balance of workloads and value-added benefitsEnhancement of quality alongside quantityCapacity building within departments and programsAssured resource allocation over time

5

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YourTeachingMethods

Modality

Faculty‐StudentInteracC

onPeer

CollaboraCon

DiverseTalents&Learning

AcCve

LearningProm

ptFeedback

Clear&High

ExpectaCons

Allocate

TimeonTask

YourTeachingMethods

Face‐to‐Face

RealCme

Remote

Asynchronous

MulC

‐CA

mpus

ConceptualclarificaConquesConsques0onsthatgetstudentstothinkaboutconceptsbehindtheirarguments,for

example,Whyareyousayingthat?Whatexactlydoesthismean?Howdoesthisrelatetowhatwehavebeentalkingabout?Canyougivemeanexample?

ProbingassumpConsques0onsthatgetstudentstothinkaboutthebeliefsthattheybasetheirarguments

on,forexample,Whatelsecouldweassume?Howdidyouchoosethoseassump0ons?Howcanyouverifyordisprovethatassump0on?Whatwouldhappenif?

ProbingraConale,reasons,andevidenceques0onsthatgetstudentstothinkaboutthesupportfortheirarguments,for

example,Whyisthathappening?Howdoyouknowthis?Canyougivemeanexample?Whatdoyouthinkcauses…?Onwhatauthorityareyoubasingyourargument?

QuesConingviewpointsandperspecCvesques0onsthatgetstudentstoconsiderotherviewpoints,forexample,Whataresome

alternatewaysoflookingatthis?Whobenefitsfromthis?Howarexandysimilar?

ProbeimplicaConsandconsequencesques0onsthatgetstudentstothinkaboutthewhatfollowsfromtheirarguments,for

example,Thenwhatwouldhappen?Whataretheconsequencesofthatassump0on?

QuesConsaboutthequesConques0onsthatturntheques0oninonitself,forexample,Whatwasthepointofasking

thatques0on?WhydoyouthinkIaskedthisques0on?

PredicCngoutcomes“Describedemonstra0onsorproblemsetsandhavestudentspredicttheoutcomesand

thendescribe(orifpossible,carryout)thedemonstra0onsorproblemsetandshowtheactualoutcomes.”(p.281)Itisbeneficialwhenstudentsmakeincorrectpredic0ons.Iftheyaredirectlyconfrontedwithwrongmentalpictures,theywillbeverymo0vatedtomakecorrec0onsandlearntherightperspec0veontheproblem.

InterpreCngandmodelingphenomenaIntheseproblems,studentsareprovidedwithdatafromarealorahypothe0calcase,

andthentheyareaskedtousecourseconceptstoexplaintheresults.

GeneraCngideasandbrainstormingTheideahereistouseopen‐endedexercisestodisconnectstudentsfromtheirbelief

thateveryproblemhasonerightanswer.Forexample,ateachermightpresentstudentswithapar0cularcaseepisodeorproblemsetandhavethembrainstormasmanypossibleflawsandfailuresastheycanthinkof.Noanswerisconsideredwrongduringthebrainstormingprocess.

IdenCfyingproblemsandtroubleshooCngDescribeaproduct,service,process,orsystemthatisnotworkingeffec0vely,andask

studentstospeculateonthepossiblecausesoftheproblem.Theymightalsobeaskedtodeviseteststhatwouldconfirmorrefutetheirsupposi0ons.

FormulaCngproceduresforsolvingcomplexproblemsInthissitua0on,studentsaregiven“incompletelyspecifiedproblems.”Theystartby

itemizingwhattheyknow.Nexttheylistwhattheyneedtoknow,andfinallystudentsexplorehowtheywilldeterminethoseunknowns.Forexample,wouldtheylookuptheunknowns?Calculatethem?Measurethem?Es0matethemfromempiricalcorrela0ons?Userulesofthumb?

FormulaCngproblemsRatherthanalwaysgivingstudentstheproblems,turnthetables.Havestudentslook

atpreviouscoursecontentfromadesignated0meperiod(forexample,oneweek,threeweeks)andmakeuptheproblemsthattheythenalsosolve.Challengestudents(maybebygivingmorecredit)tocomeupwithproblemsthatrequirecomplexanalysis,cri0calexamina0on,orcrea0vethinking.

MakingjudgmentsanddecisionsandjusCfyingthem“Callonstudentstomakeandsupportjudgmentsonambiguousorcontroversial

ma=ers.”Thepointhereisnottheconclusionpersebutthequalityoftheevidenceandreasoningmusteredtosupporttheirposi0on.Inordertodothis,studentsmustbetaughttoevaluateevidenceintermsofitsreliabilityandvalidity.

GuidelinesforStudentPosCngs:• QuanCty:makeyourcontribu0onasinforma0veasisrequired,butnotmore,orless,

thanisrequired.• Quality:donotsaythatwhichyoubelievetobefalseorforwhichyoulackevidence.• RelaCon:berelevant.• Manner:avoidambiguityandobscurity;beclear,brief,andorderly.

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ConceptualclarificaConquesConsques0onsthatgetstudentstothinkaboutconceptsbehindtheirarguments,for

example,Whyareyousayingthat?Whatexactlydoesthismean?Howdoesthisrelatetowhatwehavebeentalkingabout?Canyougivemeanexample?

ProbingassumpConsques0onsthatgetstudentstothinkaboutthebeliefsthattheybasetheirarguments

on,forexample,Whatelsecouldweassume?Howdidyouchoosethoseassump0ons?Howcanyouverifyordisprovethatassump0on?Whatwouldhappenif?

ProbingraConale,reasons,andevidenceques0onsthatgetstudentstothinkaboutthesupportfortheirarguments,for

example,Whyisthathappening?Howdoyouknowthis?Canyougivemeanexample?Whatdoyouthinkcauses…?Onwhatauthorityareyoubasingyourargument?

QuesConingviewpointsandperspecCvesques0onsthatgetstudentstoconsiderotherviewpoints,forexample,Whataresome

alternatewaysoflookingatthis?Whobenefitsfromthis?Howarexandysimilar?

ProbeimplicaConsandconsequencesques0onsthatgetstudentstothinkaboutthewhatfollowsfromtheirarguments,for

example,Thenwhatwouldhappen?Whataretheconsequencesofthatassump0on?

QuesConsaboutthequesConques0onsthatturntheques0oninonitself,forexample,Whatwasthepointofasking

thatques0on?WhydoyouthinkIaskedthisques0on?

PredicCngoutcomes“Describedemonstra0onsorproblemsetsandhavestudentspredicttheoutcomesand

thendescribe(orifpossible,carryout)thedemonstra0onsorproblemsetandshowtheactualoutcomes.”(p.281)Itisbeneficialwhenstudentsmakeincorrectpredic0ons.Iftheyaredirectlyconfrontedwithwrongmentalpictures,theywillbeverymo0vatedtomakecorrec0onsandlearntherightperspec0veontheproblem.

InterpreCngandmodelingphenomenaIntheseproblems,studentsareprovidedwithdatafromarealorahypothe0calcase,

andthentheyareaskedtousecourseconceptstoexplaintheresults.

GeneraCngideasandbrainstormingTheideahereistouseopen‐endedexercisestodisconnectstudentsfromtheirbelief

thateveryproblemhasonerightanswer.Forexample,ateachermightpresentstudentswithapar0cularcaseepisodeorproblemsetandhavethembrainstormasmanypossibleflawsandfailuresastheycanthinkof.Noanswerisconsideredwrongduringthebrainstormingprocess.

IdenCfyingproblemsandtroubleshooCngDescribeaproduct,service,process,orsystemthatisnotworkingeffec0vely,andask

studentstospeculateonthepossiblecausesoftheproblem.Theymightalsobeaskedtodeviseteststhatwouldconfirmorrefutetheirsupposi0ons.

FormulaCngproceduresforsolvingcomplexproblemsInthissitua0on,studentsaregiven“incompletelyspecifiedproblems.”Theystartby

itemizingwhattheyknow.Nexttheylistwhattheyneedtoknow,andfinallystudentsexplorehowtheywilldeterminethoseunknowns.Forexample,wouldtheylookuptheunknowns?Calculatethem?Measurethem?Es0matethemfromempiricalcorrela0ons?Userulesofthumb?

FormulaCngproblemsRatherthanalwaysgivingstudentstheproblems,turnthetables.Havestudentslook

atpreviouscoursecontentfromadesignated0meperiod(forexample,oneweek,threeweeks)andmakeuptheproblemsthattheythenalsosolve.Challengestudents(maybebygivingmorecredit)tocomeupwithproblemsthatrequirecomplexanalysis,cri0calexamina0on,orcrea0vethinking.

MakingjudgmentsanddecisionsandjusCfyingthem“Callonstudentstomakeandsupportjudgmentsonambiguousorcontroversial

ma=ers.”Thepointhereisnottheconclusionpersebutthequalityoftheevidenceandreasoningmusteredtosupporttheirposi0on.Inordertodothis,studentsmustbetaughttoevaluateevidenceintermsofitsreliabilityandvalidity.

GuidelinesforStudentPosCngs:• QuanCty:makeyourcontribu0onasinforma0veasisrequired,butnotmore,orless,

thanisrequired.• Quality:donotsaythatwhichyoubelievetobefalseorforwhichyoulackevidence.• RelaCon:berelevant.• Manner:avoidambiguityandobscurity;beclear,brief,andorderly.

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