Reflections on Blended Course Design

 Introduction

    Creating a blended course can be a fun experience that allows educators an opportunity to create a unique learning experience that incorporates the advantages of both online and in-person instruction. However, as any course developer will tell you, it's not without its challenges. For the purpose of this blog post, you will be able to read my reflections on the challenges I encountered during the development of my blended course as well as insights into what I would do differently next time. Additionally, I'll explore how my approach might vary if the course were designed for a different audience.

Challenges Encountered

    One of the initial challenges I faced was knowing which tech tools would be readily available as well as compatible with the current devices the students have access to. While technology can enhance the learning experience, it can also be a source of frustration if not implemented correctly or if teachers and students are not trained in how to implement the tech tools chosen. It would be important to allocate more time for training and support for both students and teachers on the use of chosen online tools and platforms. Another challenge is ensuring students are engaged both online and in-person. To address this challenge, I tried to embed multiple opportunities for students to collaborate while offering choice in demonstrating learning objectives. Moving forward, I would like to explore and learn more about how the use of gamification could potentially make the course more engaging. 

What I Would Do Differently

    As this was my first time developing a blended learning course, there are several things I would do differently if given the opportunity to do this again in the future. First of all, now that I know what the entire process entails, I would invest more time upfront in the planning phase. Although I included clear learning objectives and standards, I chose way too many standards for the course I was designing. Additionally, developing aligned assessments should have been something I did at the beginning of the course, using backward planning principles. Instead, I was developing assessments as I went.

    Regarding involving other teachers in this process, I would prioritize supporting teachers by providing resources and training to help them navigate the blended format. This includes tech support, time management guidance, and access to online learning resources. Currently, there are no opportunities for teachers or students using the designed blended course to provide feedback. It would be important to implement a continuous feedback loop, gathering input from students and teachers during the course and using that feedback to make necessary adjustments to improve the learning experience.

Developing for a Different Audience

    The current intended audience is Sixth Graders around the Earth Systems Next Generation Science standards. If I were developing a blended course for a different audience, such as other educational professionals, or adult learners, it would be important to consider adjusting the content. Maybe the blended course becomes a resource for teachers who teach this content. Additionally, if designing for older students, there might be less scaffolding and more opportunities for self-paced learning opportunities. Currently, there are no self-paced learning opportunities because the course was designed for middle school students with limited tech tool knowledge. Both the communication style and the types of assessment would have to change depending on the audience and the purpose of the blended course. Again, there would be opportunities for feedback to be given to inform the revision process. 

Conclusion

    Developing a blended course has been a challenging, but rewarding task. Now understanding the careful planning needed, along with ongoing feedback, I have learned how to intentionally embed collaborative approaches using tech tools I was not familiar with prior to this experience. Reflecting on my experience, I have gained valuable insights that will guide me in creating more effective blended courses in the future. Now I  know more tech tools that I can utilize in the future including creating curated resources with tools like Pearltree. edPuzzle and Flip. Furthermore, adapting the course design to the needs of a different audience would require a nuanced approach, emphasizing tailored content, flexibility, and effective communication. As a final thought, this professional learning experience has impacted how I think about intentional tech integration to enhance learning opportunities for my digital natives, preparing them for the dynamic landscape of the 21st century.