Blended Content and Assignments

We are into week 4 of Blendkit2015 and discussing the experiences and assessments the students will participate in the blended course. I took a course from Canvas last semester about Understanding by Design (UbD).  It’s enduring understanding was that UbD is a tool to design effective online courses.  It talked about the first stage Desired Results, the goal (Learning Objective), the questions to be asked for the transfer of learning, what will the students know and able to show. Second stage in the process is Assessment Evidence, performance or other such as quizzes and self-reflection or self-assessment. The last stage, Learning Plan, is the activities in class and online to best instruct, show and transfer the learning objective.  What I really liked from the UbD was the stage used the acronym WHERETO for planning.

W = help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?

H = hook all students and hold their interest?

E = equip students, help them experience the key ideas, and explore the issues?

R = provide opportunities to rethink and revise their understandings and work?

E = allow students to evaluate their work and its implications?

T = be tailored (personalized) to the different needs, interests, abilities of learners

O = be organized to maximize initial and sustained engagement, as well as effective learning?

©2003 ASCD and Grant Wiggins & Jay McTighe

This is a good start to consider when planning for a blended class. What is best done F2F or online?  The week 4 reading had us consider the importance of the activities and assessment being well integrated between F2F and online. There was a chart that was well done to show some holistic, active activities. The instructor needs to consider when incorporating the tech into their class which activities the learner can do to learn for themselves and which the teacher is needed to help the learner.

Table 1. Learning activities for holistic, active learning

“Doing” “Observing” Self Others
DIRECT ·         Primary data

·         Primary sources

·         “Real Doing,” in authentic settings ·         Direct observation of phenomena ·         Reflective thinking

·         Journaling

·         Dialogue

(in or out

of class)



·         Secondary data and sources

·         Lectures, textbooks

·         Case Studies

·         Gaming, Simulations

·         Role Play

·         Stories

(can be accessed via: film, oral history, literature)

ONLINE ·         Course website

·         Internet

·         Teacher can assign students to “directly experience _____.”

·         Students can engage in “indirect” kinds of experience online.

·         Students can reflect and then engage in various kinds of dialogue online.

Once the type of instruction (direct, indirect, online) has been decided, the delivery system must be looked at (teacher’s role, tech). If technology, will it be webinar, discussion boards, online assessment, online text, etc.. If direct the chart below gives a good overview of the teacher’s possible roles in the activities.

Table 3. Teacher and learner activities

Teacher Role Learner Role
Communicate Read/listen
Assess Present a point of view
Provide Feedback Search/collect/analyze information
Observe Practice
Present Information Create
Organize Activities Respond

There are many areas of blended learning that maybe new to both the learner and instructor but the more structured and connected both the online and F2F instruction, activities and assessments are in the course the more successful everyone involved will be.

Charts from


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