This document discusses redesigning a beginning German course through blended learning. It proposes reducing face-to-face class time from 4 to 3 hours per week and supplementing with online content. Benefits include increased scheduling flexibility, access to high-demand courses, and more opportunities for student-teacher and peer interaction. Content that can be effectively delivered online includes vocabulary introduction, reading comprehension, pronunciation practice, and writing exercises. The goals are to engage students through more interactive materials and use classroom time more effectively through preparation and review done online. Success will depend on continual revision and collaboration across the university.

1. Re-designing Beginning German instruction through Blended Learning Adam Gacs MiglenaNikolova University of Illinois at Chicago

3. Reducing from 4 to 3 contact hours per weekBenefits: flexible scheduling options, increased access to high demand courses opportunity for greater student-to-faculty and student-to-student interaction

4. Pedagogical reasons for blending Different, more engaging ways to present material Better preparation, monitoring student progress more closely -> more effective use of classroom time Consistent delivery of learning materials across sections Repeated practice opportunities Individualized instruction, immediate feedback Built-in review of earlier materials

5. What can be done equally well or better online? Preparation Exposure to target culture, more authentic, motivating materials Introducing new vocabulary in context Delivering self-paced tutorials on principles of language learning, dictionary use, vocabulary learning, etc. Reading comprehension activities Follow-ups to extend learning Communicative, meaningful language use outside the classroom Pronunciation practice/communication strategies (fluency/speech acts) Writing for fluency, mass writing, collaborative writing Discuss cultural differences What are students expected to do? How is this different from previous instruction? What are the goals?

6. Vocabulary Presentation

7. Receptive Recall/Recognition

8. Warm-up text with storyboard

9. Reading (A)

10. Follow-up materials to expand classroom instruction Blogs (writing/reading) Wimba Voice tools (speaking)

11. Blogs (M)

12. Voice Presentation: Greetings

15. Conclusion Constantly revise/update the developed materials, reflect technology advancements Only possible to develop and implement in collaboration and with support of campus initiatives, instructional technology consultants BL might result in higher student success rate by increasing motivation, access, and learning opportunities

16. Upcoming workshop

17. Bibliography Garrison, R. & Vaughan, N. (2008). Blended learning in Higher Education. Framework, principles, and guidelines. Macdonald, J. (2008). Blended learning and online tutoring. Planning learner support and activity design. Mayer, R. (2009). Multimedia learning. Second edition. Sharma, P. & Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom.