Pedagogically Driven Blended Instruction:
Begin with the Learning Outcomes
Thank you for attending our e-Teaching Symposium: Pedagogically Driven Blended Instruction: Begin with the Learning Outcomes on Wednesday, October 7, 2009.
Streaming files of the symposium are available:
Symposium Overview
The following questions will be addressed at the forum:
- What is blended learning?
- How can blended learning improve learning outcomes (with examples)?
- How do we convert a face-to-face course to a blended course (with examples)?
- What online resources are available for course design, development and evaluation?
Anne France and Karin Riggs from UIC External Education will showcase their faculty development course. This course is a one-week blended experience for any UIC faculty or instructor interested in teaching blended or online courses.
Dr. Ann Feldman and Jen Hammond from the UIC Department of English will share their experiences designing, building and delivering a blended version of English 160: Academic Writing I. Dr.Feldman worked with External Education over a six-month period to create a blended version of this traditional face-to-face course. This fall, she is teaching English 160 in its new blended format. Dr. Feldman and Ms. Hammond will share lessons learned in developing a blended course and answer audience questions.
Karin Riggs will address the audience a second time by presenting an overview of models for course evaluation. These resources, which are being used by higher education institutes and K-12 schools across the U.S. and beyond, provide the “academic and technological standards” that will assist forum participants in continually improving their blended or online courses. Ms. Riggs will also provide examples of applications beyond Blackboard and PowerPoint to enhance Blackboard courses.
About the Presenter:
Ann Feldman
Ann Feldman directs the First-Year Writing Program at UIC and is the founder and director of the Chicago Civic Leadership Certificate Program (CCLCP). Her scholarly interests include genre and rhetorical theory, e-learning, civic engagement and service learning, higher education, and socio-cultural theories of writing. Her recent book, Making Writing Matter: Composition in the Engaged University (SUNY Press, 2008) argues that teaching writing as a situated, civic activity must be a core intellectual activity in the engaged metropolitan university. Her work with the Chicago Civic Leadership Certificate Program illustrates the possibilities for learning when UIC undergraduates hold writing apprenticeships with local community not-for-profit organizations. As the director of the First-Year Writing Program, Dr. Feldman teaches a graduate seminar to train new teaching assistants, develops curricula, and assesses learning for the program's 2,500 students. In 2008, Dr. Feldman was nominated by the New England Resource Center for Higher Education (NERCHE) for the Lynton Award for Faculty Professional Service and Academic Outreach. She has written two textbooks that provide a conceptual framework for the writing program's required courses: Writing and Learning in the Disciplines (HarperCollins, 1996) and In Context: Reading and Writing in Cultural Conversations (with Nancy Downs and Ellen McManus, Pearson/Longman, 2002, 2005). Dr. Feldman's earlier work on cognition and learning focused on writing processes. An edited volume, Writing in Real Time (Ablex, 1987; published as Ann Matsuhashi) discussed cognitive approaches to writing as did a group of journal articles on empirical research and theoretical perspectives.
Jen Hammond
Jen Hammond is in the second year of her PhD program in English. Her scholarly interests are in 20th century American literature (favorites include William Faulkner, Ernest Hemingway, Michael Palmer, Jorie Graham and Denis Johnson) and aesthetic theory (a mode of philosophical thought that is focused on how we respond to art). Ms. Hammond is most interested in the notion that engaging with difficult aesthetic objects is directly related to a person's interest and engagement with politics. For this reason, her teaching always strives to include students who may not have the time to pursue a traditional college degree. Blended education is a favorite area of interest: it allows busy students to do much of their coursework when it is convenient without (she hopes) sacrificing any of the content.
Anne France
Anne France leads the instructional design team at UIC External Education, in the School of Continuing Studies. Anne joined UIC after working as a designer and developer for Cardean University. She has been working with faculty and design teams to build online learning experiences for more than nine years. She holds a Master of Education in Instructional Leadership from UIC.
Karin Riggs
Karin Riggs is the instructional technologist at UIC External Education. She provides technical support to instructors and students. She is currently enrolled in the Master of Education in Instructional Leadership program at UIC.
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