Baruch College Continuing and Professional Studies – Course Syllabus

Course : Planning and Creating Blended and Online Courses

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Course Syllabus
Course Name: Planning & Creating Blended & Online Courses
Course Information
Prerequisites There are no prerequisites for this course

Required permissions None

Classroom location 130 Livingston Street

Meeting days May 19, 20, 21 (3 full day sessions)

Class hours 8:30 a.m. – 4:30 pm

Department location Room 116

1 Bernard Baruch Way
New York, NY 10010
646-312-5000
Web page http://caps.baruch.cuny.edu

Instructor information
Instructor Name Jennifer Maddrell

Contact Phone Number (Optional)

E-mail address

Alternate contacts
Department phone number
Emergency phone number
Department FAX

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The instructor and Baruch College Continuing and Professional Studies reserve the right to make
changes in scheduling and content at any time.

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 Baruch College Continuing and Professional Studies – Course Syllabus
Course : Planning and Creating Blended and Online Courses

Continuing and Professional Studies School Policies

Attendance Policy International students in Certificate Programs can miss no more than 2
sessions without an excused absence. Please refer to Student handbook for
definition of an excused absence.
Classroom CAPS requests that there is to be no eating or drinking in the labs.
safety/health
Cell phones and Cell phones and other electronic devices should be turned off or placed on
other electronic vibrate prior to the start of class.
devices
Support services See http://www.baruch.cuny.edu/

Academic dishonesty Anyone caught cheating on a quiz, test, or any assignment will fail the
course immediately and will be referred to the college for further disciplinary
action. For more information on Baruch College’s honesty policy:
http://www.baruch.cuny.edu/academic/academic_honesty.htm
Plagiarism Plagiarism occurs when you claim to be the originator or producer of words,
opinions, facts, or number that belong to an author whose work you found
online or in a book, magazine, or newspaper. Any student caught
plagiarizing will immediately fail the course and will be referred to the College
for further disciplinary action.
Students with Baruch College is committed to making individuals with disabilities full
disabilities participants in its programs, services, and activities through compliance with
Section 504 of the Rehabilitation Act of 1973 and with the Americans with
Disabilities Act (ADA) of 1990. It is the policy of Baruch College that no
otherwise qualified individual with a disability shall be denied access to or
participation in any program, service, or activity offered by the university.
Individuals with disabilities have a right to request accommodations. If you
require any special assistance or accommodation, please contact the
instructor before the first class.
Smoking Smoking is NOT permitted in any building throughout the City University of
New York system. This means NO SMOKING by anyone, anywhere.

Course Policies
Course For successful completion of this course, students will master material
Requirements presented in the readings and class sessions, communicate with others in
class discussions, and complete all assignments and class activities.
Reading and - Reading and assignments must be completed by the assigned due date.
Assignments - All written assignments are to be completed to a professional and
business standard.
Class participation - Students are expected to participate in all classroom sessions.
- This course is highly interactive and very experienced based. Students
should be prepared to participate in lively and professional discussions.
- Respect for the opinions of others and openness to new ideas are vital
for all participants.
- If you are unable to attend a session, it is your responsibility to inform the
instructor in advance of the session.

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 Baruch College Continuing and Professional Studies – Course Syllabus
Course : Planning and Creating Blended and Online Courses

Course Policies
Lateness - If you are unable to maintain the pace of the course, it is your
responsibility to inform the instructor as soon as possible.
- Late assignments will only be accepted in dire situations (illness or other
emergency).

Course Description
Course This course examines the process of planning and creating blended and online
description courses. The focus of the course in on course design, rather than specific authoring
tools. The key steps of the instructional design process relative to online and blended
course creation are covered. Students practice online course creation and planning
approaches by utilizing analysis, design, development, implementation and evaluation
instructional design processes.
Grading
criteria Attendance and Class Participation: 100%

Recommended Learning Resources

There are no required textbooks for the course. Documents related to this course
Electronic Course Packet are provided in an electronic Online and Blended Learning Course Packet at
(Recommended) http://onlinelinks.pbwiki.com/ The packet contains recommended resources and
electronic documents (prepared in standard .pdf, .doc or .ppt formats), as well as
helpful links to Internet based resources.
Bonk, C. J. and C. R. Graham (2006). The handbook of blended learning: global
Recommended books*: perspectives, local designs. San Francisco, Pfeiffer.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective

instruction. Hoboken, NJ: J. Wiley.

* The recommended books in this section are not required for the course, but
may be helpful as a resource for the preparation and facilitation of future
training programs.

- Personal Internet access to access course materials.

Recommended materials
- Personal standard desktop software to view and print electronic documents
and supplies (outside of
contained in the Course Reading Packet.
class)

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 Baruch College Continuing and Professional Studies – Course Syllabus
Course : Planning and Creating Blended and Online Courses

Course Calendar
Schedule Learning Objectives
Introduction and Overview:
- Define the terms “online learning”, “blended learning” and “instructional design”
- Describe the history, current status, and perceptions of blended and online learning
Session 1: - Describe the key features and environments employed by blended and online
courses
- Provide examples of synchronous and asynchronous blended and online course
elements
Basic Instructional Design Principles:
- Explain the purpose and components of the instructional design process
Session 1: - Describe the key elements of an instructional design plan
- Assess the adaptation of an instructional design plan for blended and online course
creation
- Outline the functions of the key roles in blended and online course development
Instructional Design Plan:
- Analyze instructional problems and specify goals for an instructional program
- Examine learner and context characteristics and evaluate instructional content and
task components for a given instructional scenario.
Session 1: - Recognize and describe the components of a sound learning objective
- Explain the key considerations involved in selecting a content sequencing strategy
- Select instructional strategies, media, and levels of interaction appropriate for a
course’s learning objectives
- Consider assessment evaluation instruments to gauge attainment of objectives.
Learning and Instruction Theories:
- Compare key characteristics of behaviorist, cognitive and constructivist viewpoints
Session 2: - Discuss the critical elements of key instructional theories
- Summarize the ways in which learning theories relate to instructional design
approaches
Facilitation of Blended and Online Courses:
- Describe the key differences between online and classroom facilitation
- Discuss ways in which facilitators can anticipate and deal with common problems
faced by online learners
Session 2: - Identify the key characteristics and types of interaction in blended and online
learning
- Examine strategies for creating a comfortable environment for adult learners and
encouraging participation in both synchronous and asynchronous environments
- Assess the limitations of online environments in meeting the needs of learners
Existing and Emerging Educational Technology:
- Examine existing and emerging educational technologies to support blended and
Session 2:
online learning
- Select appropriate technologies to support instructional activities.

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 Baruch College Continuing and Professional Studies – Course Syllabus
Course : Planning and Creating Blended and Online Courses

Copyright and Open Educational Resources:

- Define these terms
Session 2: - Discuss why these are important issues for online course developers to consider
- Describe copyright issues arising for common activities on the Internet
- Identify sources of open educational resources
Course Management Considerations:
- Discuss the key elements and considerations in managing a course development
project
Session 3: - Assess ways in which cost, time and scope affect the overall course development
process
- Identify important attributes of a good project management
- Describe important considerations for projects involving outside vendors.
Practicum:
- Apply the instructional design plan approaches discussed in this course to the
Session 3: creation of a course development plan
- Present group instructional design plans to class members
- Peer critique design instructional plans

Instructor Bio

Jennifer Maddrell is the instructor for this course. Jennifer is an accomplished business
professional with extensive management, marketing, strategic planning, and
underwriting experience gained within managerial positions at Kemper Insurance
Company, Chubb Group and Swiss Reinsurance America Corporation. She is skilled in
staff development, instructional design, and training.

Jennifer is a graduate of the University of Wisconsin-Madison (Bachelors in Business

Administration degree in Finance, Risk Management and Insurance), the University of
Illinois at Chicago (Masters in Business Administration degree in Strategic Management
and Marketing), and Indiana University (Masters in Education degree in Instructional
Systems Technology). She is currently a student in the Instructional Design and
Technology Ph.D. program within the Darden College of Education at Old Dominion
University where she also works as a graduate research assistant. Jennifer is active in
several online learning communities, including EdTechTalk.com where she has
co-hosted over 100 live webcast programs. Join her every Sunday night at 7:00 p.m. for
EdTechWeekly, a roundup of the latest news and resources related to education and
technology at http://edtechtalk.com/live.

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