This course is for language educators who wish to learn how to build and teach a blended language course. You may receive 1.5 Graduate Teacher Education credits (GRTE) for completing this course. See below for more information. This course is divided into four modules. In the first module we are going to discuss the origins and effectiveness of the blended learning model.
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In the second module, we are going to look at course level considerations such as how to choose a blended format or how to build a blended course syllabus.
In the third module, we are going to focus on the unit level. We are going to discuss how to plan a blended unit, how to go about presenting content, designing blended activities and assessment strategies.
In the fourth module, we're going to turn our attention to the teaching aspect of the blended learning experience.
At the end of the course, you have the option to put what you have learned into practice through an optional peer-reviewed assignment (Honors lesson). This assignment is not required to complete the course unless you wish to obtain Graduate Teacher Credits (GRTE).
This course includes short quizzes, discussion questions, and an optional scaffolded peer-reviewed assignment. If you complete all the assignments, at the end of this course you will have fairly fleshed out a blended unit and you will be well on your way to building your own blended language course.
What You Will Learn
- Explain blended learning as a teaching modality and discuss its effectiveness
- List and discuss the main instructional design steps involved in building a blended language course
- Select tools and technologies to support blended language learning
- Discuss effective blended teaching strategies
Syllabus
WEEK 1
Blended Language Learning: Definitions, Benefits, Challenges, and Effectiveness
In this module, you will learn about the origins of the blended learning model and about the effectiveness of this model compared to other modalities. You will also learn about the affordances, benefits, and challenges of blended language learning for teachers and students.
WEEK 2
Building a Blended Language Course (Course Level Considerations)
In this module, you will discover the various types of blended formats and learn how to decide which part of a course to deliver online and which part to deliver face-to-face. You will learn to build a blended syllabus, explain the role of the LMS and learn about the importance of designing ADA compliant blended language courses
WEEK 3
Building a Blended Learning Course (Unit Level Considerations)
In this module, we are going to cover unit level considerations. You will learn to design a blended unit containing a mini online lesson, several practice activities, and an assessment plan. You will learn about the many strategies and technology tools you can use to present content online.
WEEK 4
Teaching Strategies, Optional Peer-Reviewed Assignment, and GRTE Registration
In this module, we are going to discuss blended teaching strategies. A blended course is a mix between a F2F course and a fully online course, so you will need to use teaching from both environments. At the end of this module, you will be able to define the three elements of the Community of Inquiry framework: teaching presence, cognitive presence, and social presence and discuss ways to establish each type of presence online. You will also learn to design effective and efficient ways to provide feedback and grade assignments in a blended course and finally, you will be able to compare and contrast the affordances of synchronous and asynchronous activities. This module concludes with an optional peer-reviewed assignment. If you are seeking graduate credits for this course, the peer-reviewed assessment is required.
