BLENDED LEARNING COURSE DESIGN TECHNOLOGY
The paper explores the problem of blended learning course design based on technology applied at Tomsk Polytechnic University in order to boost learning and productivity. The proposed technology includes shift to online instructional delivery for a portion of the face-to-face classes and as the result leads to redesign of traditional teaching and learning approach. It is shown that the proposed technology can ensure integrity of the educational process organized both in online and face-to-face environment. According to the authors, high-quality blended learning requires not only transfer of traditional face-to-face instruction but it’s replacement with special kinds of interactions in online learning environment. To help manage the process of aligning online and face-to-face components one of the models of instructional design - Backward design (BD) - is used. According to BD model, course design consists of 3 stages: identify desired results, determine assessment plan, plan learning activities and instruction and integrate face-to-face and online components. In the paper all stages of BD are described, the author’s recommendations and examples are considered. Stage 1. Writing course goals and learning outcomes is a foundational step in BD. To be useful the desired results should be S.M.A.R.T. - specific, measurable, attainable, relevant and time-bounded. Usually 5-6 goals is sufficient for a 3-4 credit course (especially given that each goal needs to be parsed out into Unit Learning Outcomes - 3-4 per unit). The key requirement: course goals and learning outcomes should be intentionally aligned. A helpful resource when writing student learning outcomes is Bloom’s Taxonomy of Cognitive Skills. Stage 2. During this stage it is necessary to answer the question: «What evidence will show that students have met the Stage 1 outcomes» ? Each evidence must assess the learning outcome it is associated with. Also the specifics of online classes should be considered. In order to provide the necessary quality of learning in online environment it is recommended: - to grade all kinds of activities including self-assessment and peer assessment; - to have assignments that are spread throughout the course on a weekly basis; - to assign date and time when students have to show what they have done; - to use multiple methods of assessment; - to give timely feedback on student’s activities; - to set rules within grading policies, provide discussion guidelines, assessment rubrics, have clear instructions. At this stage Bloom’s Taxonomy is used for better alignment of learning outcomes with evidence of learning. Stage 3. The key to a successful blended learning environment is bringing face-to-face and online activities together in a seamless and complimentary way. Within the 3 <sup>rd</sup> stage learning activities are distributed between face-to-face and online components and the system of mutual transitions from face-to-face to online and back is designed. To ensure the integrity of teaching and learning process «Flipped classroom» technology is used. At the end of the paper various ways of face-to-face instruction replacement with special kinds of interactions in online environment are described, and typical templates for integration online and face-to-face activities depending on the type of the class (lecture, practice / seminar, laboratory work) are offered.