Planning your Fall 2021 Courses: Blended Learning Activities and Assessments
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Planning your Fall 2021 Courses: Blended Learning Activities and Assessments June 2021 | Faculty of Engineering This session is being recorded This work is licensed under a Creative Commons Attribution-Non-Commercial 4.0 International License. McGill Teaching and Learning Services | 1
Land acknowledgment
Even meeting in a virtual environment, we would like to
acknowledge the Indigenous Peoples of all the lands that
we may be separately on today. We do this to reaffirm our
commitment to and responsibility for improving
relationships among nations, and to improving our own
understanding of local Indigenous peoples—the
Haudenosaunee and the Anishinabeg—and cultures.
(Inspired by A guide to acknowledging First Peoples and
traditional land.)
2
Lead-up to Fall 2021: Expectations have changed
• Many instructors made changes to their teaching and will keep
them post-pandemic.
• Majority of instructors more optimistic about online learning.
• Flexibility is a key principle moving forward.
3
(2021)
Fall 2021 Context
Online Blended In-person
• synchronous
• asynchronous
• Teaching and learning activities are a combination of
online and in-person course components
• Design decisions maximize benefits of both
4
How prepared do you feel to teach in Fall 2021?
Can’t bear Can’t wait to
the thought start—let’s go!
5
Session outcomes
Determine which components of
your course should be in person and
which should be online
Identify the assessment sweet spot
in your course
6Example of blended
Objective Activity Activity Setting Tools used Assessment Assessment Setting
Given Pythagorean Read chapter, watch Online myCourses Content 1. Develop 1. Presented in person
theory, learners skateboard videos asynchronous proposal
will design a Solve word Online myCourses Quiz
skateboard ramp problems asynchronous 2. Complete 2. Submitted via
for a specific area design myCourses
Share ramp designs Online Zoom with peer Assignments
with peer synchronous
Provide peer Online Peer assessment tool
feedback on design asynchronous
Share final designs In person Classroom projector
for feedback
(Adapted from McGee & Reis, 2012, p. 12)
7Example of blended: Introduction to Signals and
Systems, ECSE 206, Prof. L. Chen
Objective Activity Activity Setting Tools used Assessment Assessment
Setting
Characterize Watch instructional videos and read Online myCourses Content
continuous-time assigned sections from the textbook asynchronous
signals using Complete pre-class activities (short Online myCourses Assignments 1. Quiz (individual 1. Submitted
appropriate answer problems and/or multiple asynchronous and/or Quiz and group) individually via
mathematical choice questions) myCourses
representations Attend mini-lectures that review Online Zoom Assignments
(e.g., Fourier series important concepts synchronous
Practice and feedback: complete Online Breakout rooms in Zoom and 2. Problems 2. Submitted via
and Fourier
worksheets and in-class activities synchronous interactive whiteboard (e.g., worksheet myCourses
transforms)
(individual and group) Visual Classrooms) (individual) Assignments
Problem solving: design first-order and In-person Small group discussions /
second-order electrical circuits to whiteboard (or interactive
perform specific filtering functions on whiteboard)
different periodic and aperiodic input
signals (group)
Post electrical circuit designs for peer Online Peer assessment tool 3. Circuit design 3. Peer review
review asynchronous peer review submitted via
(group work peer assessment
Complete worksheets and design Online myCourses Assignments
tool
problems asynchronous
8Blending an activity
In person
Online
synchronous
Online
asynchronous
9Questions to guide decision-making
Sound pedagogy Wellness
1.What course content is likely to 1.How much time do I have
generate a lot of questions and available to plan my course(s)?
require extensive explanation?
2.How can I design a course that
2.Which learning activities has a manageable workload for
benefit from interaction with both my students and me?
me? With peers?
10Blended
Learning
Activities
and
Assessments
Planner
11Demonstrate Learning in a Variety of Ways
Artifact Interaction Feedback
(Assessment)
12Blending an assessment
In person
Online
synchronous
Online
asynchronous
13Designing assessments: Look for the sweet spot
Sound Pedagogy
Academic Assessment
Integrity Security
Wellness
14Supporting academic integrity: Considerations
Bretag, T., Harper, R., Burton, M., Ellis, C.,
Newton, P., van Haeringen, K., Et al. (2019).
Contract cheating and assessment design:
exploring the relationship. Assessment &
Evaluation in Higher Education, 44(5), 676-691.
15Example: Online exam (quiz)
• Different question types
• Multiple tries or submissions
• Real-world problems
Sound Pedagogy
• Honor code acknowledgement • Question/answer randomization
Academic Assessment
• Personal experience • Time allotment/constraint
Integrity Security
• Authentic assessment • Question bank
Wellness
• Time allotment/constraint
• Multiple tries or submissions
• Non-predetermined results 16Example: Essay
• Multiple drafts or submissions
• Real-world problems
• Appropriate content/task
Sound Pedagogy
• Honor code acknowledgement • Topic/question rotation
Academic Assessment
• Personal experience • Multiple stages
Integrity Security
• Multiple stages • Text-matching
Wellness
• Time allotment/constraint
• Multiple drafts or submissions
• Non-predetermined results 17Example of blended: Introduction to Signals and
Systems, ECSE 206, Prof. L. Chen
Objective Activity Activity Setting Tools used Assessment Assessment
Setting
Characterize Watch instructional videos and read Online myCourses Content
continuous-time assigned sections from the textbook asynchronous
signals using Complete pre-class activities (short Online myCourses Assignments 1. Quiz (individual 1. Submitted
appropriate answer problems and/or multiple asynchronous and/or Quiz and group) individually via
mathematical choice questions) myCourses
representations Attend mini-lectures that review Online Zoom Assignments
(e.g., Fourier series important concepts synchronous
Practice and feedback: complete Online Breakout rooms in Zoom and 2. Problems 2. Submitted via
and Fourier
worksheets and in-class activities synchronous interactive whiteboard (e.g., worksheet myCourses
transforms)
(individual and group) Visual Classrooms) (individual) Assignments
Problem solving: design first-order and In-person Small group discussions /
second-order electrical circuits to whiteboard (or interactive
perform specific filtering functions on whiteboard)
different periodic and aperiodic input
signals (group)
Post electrical circuit designs for peer Online Peer assessment tool 3. Circuit design 3. Peer review
review asynchronous peer review submitted via
(group work peer assessment
Complete worksheets and design Online myCourses Assignments
tool
problems asynchronous
18Questions to guide decision-making
Sound pedagogy Wellness Academic integrity Assessment security
1.What course content is 1.How much time do I have 1.How well do students 1.Which technology
likely to generate a lot of available to plan my understand what strategies (e.g.,
questions and require course(s)? academic integrity is in randomizing quiz/exam
extensive explanation? my discipline and why it questions; reviewing text-
2.How can I design a course matters? matching reports) should
2.Which learning activities that has a manageable I consider implementing
benefit from interaction workload for both my 2.How able are students at for securing
with me? With peers? students and me? implementing assessments?
appropriate citation
practices in my 2.How can I implement a
discipline? multi-stage assessment
where students
demonstrate
knowledge/skills
development over time?
See more questions in the Blended Learning Activities and Assessments Planner 19What other questions
might you consider
when designing your
blended course?
Type responses in the chat
20Access resources
www.mcgill.ca/tls
www.mcgiill.ca/tls/instructors/class-
disruption
Next Steps teachingblog.mcgill.ca
Connect with a colleague
Book a consultation
www.mcgill.ca/tls/contact/consultat
ionWhat’s your most
important take-way
from today’s session?
Type responses in the chat
22References
International Centre for Academic Integrity. (2021). The fundamental values of
academic integrity, (3rd ed.).
https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-
Values_R12.pdf
Johnson, N., Seaman, J., & Veletsianos, G. (2021). Teaching during a pandemic:
spring transition, fall continuation, winter evaluation. Bay View Analytics.
https://www.bayviewanalytics.com/reports/teachingduringapandemic.pdf
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best
practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
https://files.eric.ed.gov/fulltext/EJ982678.pdf
23Image credits
Content by LUTFI GANI AL ACHMAD, ID in the business 1 Collection
Pyramid by Creative Stall, PK Company values by Weltenraser in the Business
ethics and values & code of conduct Collection
Variety by Tippawan Sookruay, TH
24Resources
Concordia University, Centre for Teaching and Learning. (2021). When to use
asynchronous/synchronous learning.
https://www.concordia.ca/content/dam/concordia/offices/ctl/docs/resourcces/synch-asynch-
info.pdf
Joosten, T., Weber, N., Baker, M., Schletzbaum, A., & McGuire, A. (2021). Planning for a blended
future: A research-driven guide for educators. [Report] Every Learner Everywhere Network.
Retrieved from: https://www.everylearnereverywhere.org/resources/
Linder, K. E. (2016). The blended course design workbook: A practical guide. Stylus Publishing, LLC.
https://mcgill.on.worldcat.org/oclc/963662095
Rutgers University, see Special advice for open-book assessment in quantitative courses
https://sasoue.rutgers.edu/teaching-learning/remote-exams-assessment#special-advice-for-
open-book-assessment-in-quantitative-courses
Stein, J., & Graham, C. R. (2020). Essentials for blended learning: A standards-based guide (2nd ed.).
Essentials of online learning series. Routledge, Taylor & Francis Group.
https://mcgill.on.worldcat.org/oclc/1128890815
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