Blended Course Design Institute
Applications for the Spring 2018 Blended Course Design Institute are now closed. Please check back in August for information about the next institute.
During this intensive seminar, participants will use research-based principles to (re)design a course with significant online components*. The seminar provides a collegial work environment where participants can receive feedback and support from colleagues at the CT2 and in other disciplines while being guided through the design of course components.
||Defining Blended Learning and Student Outcomes
||Aligning Instructional Components
||Technology Tools: What does the LMS offer?
||Creating Accessible Course Materials
||Selecting Instructional Materials and Tools to Support Learning
|| 9:30-11:00 a.m.
||Recommended Workshop: Fostering Collaboration with Folio Tools
||Planning for Student Engagement Online and Face-to-Face
What to expect:
Daily sessions will include discussions of blended course design pedagogy, an introduction to a variety of technological tools, and guided hands-on work time. Upon completion of this CDI, participants will have identified and created the foundational elements of an effective blended course including:
- a course map
- selected assignments
- activities for online and face-to-face learning
- a folio course template
- sections of a blended course syllabus
All accepted applicants will receive a copy of Kathryn E. Linder’s Blended Course Design Workbook and a small stipend to be awarded upon completion of the CDI.
Applicants must attend the full session each day and complete all required components of their blended course to receive the stipend.
How to apply:
We ask prospective participants to submit a proposal for a course that meets the criteria of including significant online instructional components**. The proposed course should be taught at Georgia Southern within the next academic year. If the course will be offered in a Hybrid or Partially Online Format, participants will be responsible for ensuring the course is listed accordingly in the course catalog. Applicants may propose a course they have never taught or taught many times; when proposing a course taught before, applicants should be interested in and open to critically evaluating the current structure of the course and considering options for improving the existing course.
Submit your application here.
*Significant Online Components – What does that mean?
Any course that incorporates web-based resources for a significant part of instruction. This includes
- Flipped Courses – Students engage with web-based instructional video/ audio/ written resources at home and use class time to apply concepts and practice skills. Class time is not replaced but enhanced by time spent online.
- Hybrid Classes – Up to 50 percent of class sessions are delivered via distance education technology. At least half of the class sessions meet in a classroom or at a designated instructional site.
- Partially Online Classes – More than 50% and up to 95% of class sessions are delivered via distance education technology, but some visits to a classroom or designated instructional site are required.
Last updated: 2/12/2018