Online Course | Leading and Developing Blended Learning within an Active Learning Framework
Part 1: August 8, 2018 | 1:00–2:30 p.m. ET
Part 2: August 15, 2018 | 1:00–2:30 p.m. ET
Part 3: August 22, 2018 | 1:00–2:30 p.m. ET
Picciano et al. (2004, 2) view blended learning as combining best practices of face-to-face with technology enhanced learning. Based on the pedagogical design of a blended course, there should be increased interaction between students to students and students to instructor. Notwithstanding, creating and sustaining interaction within a blended course can be elusive. While some institutions continue to explore and research the benefits of blended learning, other institutions have yet to implement proven research-based strategies for leading, developing, and sustaining blended learning course design within an active learning framework. This course will engage participants in leading and developing blended learning initiatives within an active learning framework. The proposed course will be delivered in three sections as outlined on the Agenda page.
During this course, participants will:
- Explore the benefits of blended learning and develop your own philosophy of blended learning
- Apply active learning principles in your course through content delivery
- Investigate active learning and apply technology tools and facilitation strategies in your course
NOTE: Participants will be asked to complete assignments in between the course segments that support the learning objectives stated below and will receive feedback and constructive critique from course facilitators on how to improve and shape their work.
Sue Bauer, Instructional Designer, University of Central Florida
Sue is an instructional designer with the Center for Distributed Learning at the University of Central Florida. Sue collaborates with faculty to deliver professional development opportunities and apply best practices in course development. She offers consultation and instructional design guidance to faculty at the university. Sue's special interest areas are project management for instructional designers in higher education, mobile teaching/learning, and professional development for online educators.
Rohan Jowallah, Instructional Designer, University of Central Florida
Dr. Rohan Jowallah has worked in education for over 20 years and has international experience, having taught in the Caribbean and England. His teaching experience includes online, face-to-face, and blended modes of course delivery, as well as various levels (elementary, middle school, high school, and postsecondary).
Dr. Rohan Jowallah holds an EdD in language and literacy in education from the University of Sheffield in England; an MEd in special needs and inclusion studies and a BSc in psychology from The Open University in England; a graduate certificate in teaching and learning in higher education from the University of Wolverhamptom in England; an ASc in secondary education from Bethlehem Moravian College in Jamaica; and a certificate in social work from the University of the West Indies School of Continuing Studies.
Dr. Jowallah's roles at UCF as an instructional designer includes assisting faculty as they transition into online teaching and learning. In addition, he has an active research agenda which focuses on online learning pedagogies, literacy, and inclusion. He also works part time as an adjunct for UCF and the University of the West Indies Open Campus.
Corrinne Stull, Instructional Designer, University of Central Florida
Corrinne Stull is an instructional designer at the UCF's Center for Distributed Learning (CDL). Corrinne holds a BA in digital media with a focus on web design and previously worked in web development. Her interest in combining technology and education to design and create online learning experiences led her to pursue an MA in instructional design and technology, focusing on instructional systems. In her current role, Corrinne specializes in personalized adaptive learning software and strategies. Other research interests include online course accessibility, active learning strategies, quality in online courses, and the use of OER materials.