Designing Hybrid Courses
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Transcript of Designing Hybrid Courses
Designing Hybrid Courses
Lynda Milne
2009 Institute for New Faculty Developers
Why hybrid? Flexibility for students Whole world at students’ access—in
classroom limited by walls and one display computer
More choices for how to learn (multiple formats—text, video, audio, etc…)
More opportunities for self-directed learning
Fits millennials better—they like technology and are used to it
Hybrid v. online requires students to work in “our space”—traditional contexts as well as in more familiar tech environments Caution, though: We assume that Ss
who know some tech (games, e.g.) know the tech for information literacy, e.g.—and they don’t
Why hybrid? It’s the only way of teaching that can
incorporate all the modes of communication that we currently use for learning
In classroom: Lecture Discussion Demonstration and practice Question/answer
Online Email Written texts Discussion groups Oral discussion (Skype, e.g.) Video presentations Audio/video/textual creative products Video meetings Social networking Blogging/journals/essays Micro-blogging (newsy tweets)
Any more reasons? It takes advantage of the spectrum
of opportunities for learning available to students—in class and out. Student : student Student : faculty Student : course materials Student : alternate sources Student : tools for creative products
Astin, A. (1997). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
Harper, S.R. & Quaye, S. J. (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge
Kuh, G. D. (2007). What student engagement data tell us about college readiness. Peer Review, 9 (1), 4-8.
Yup. Anything else? It provides students with
unique opportunities to spend out-of-class time on the tasks of learning and practice.
It provides faculty with unique opportunities to assign mastery and reward it with special in-class learning opportunities (lectures for advanced thinkers vs. covering the basic material, e.g.)
So how’s it measure up to the Seven Principles?
Ok, we’re ready to design
Five Effective Models from the National Center for Academic Transformation The Supplemental Model
Retains the basic structure of the traditional course and a) supplements lectures and textbooks
with technology-based, out-of-class activities, or
b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.
The Replacement Model Reduces the number of in-class
meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.
Five Effective Models from the National Center for Academic Transformation The Emporium Model
Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance, using a) an open attendance model or b) a required attendance model
depending on student motivation and experience levels.
The Buffet Model Customizes the learning environment
for each student based on background, learning preference, and academic/professional goals and offers students an assortment of individualized paths to reach the same learning outcomes.
Five Effective Models from the National Center for Academic Transformation The Linked Workshop Model
Retains the basic structure of the college-level course, particularly the number of class meetings.
Replaces the remedial/developmental course with just-in-time workshops.
Workshops are designed to remove deficiencies in core course competencies.
Workshops consist of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts.
Students are individually assigned software modules based on results of diagnostic assessments.
Workshops are facilitated by students who have previously excelled in the core course and are trained and supervised by core course faculty.
Workshop activities are just-in-time—i.e., designed so that students use the concepts during the next core course class session, which in turn helps them see the value of the workshops and motivates them to do the workshop activities.
One more model: Mazur
How well-designed? Goals clearly stated?
Learning outcomes at the forefront? Measures and evidence
appropriate? Valid relationship to goals? Meaningful indicators?
Methods appropriate and sound? 7 Principles? Reasonable uses of FTF and online
time? Motivation developed, rewarded?
Some final considerations Institutional preparedness
Necessary IT tools and support? Capacity and infrastructure Library ability to support course Registrar and room scheduling issues Administrative commitment
Faculty readiness All the training needed for the design
AND for teaching in new ways? Guidelines and plans for new ways of
interacting with students (avoid overload…)
Student readiness Expectations clearly stated Quality as well as quantity of
interactions clearly described Technology knowledge and capacity
Specific help abounds Hybrid Courses: University of Milwaukee
http://www4.uwm.edu/ltc/hybrid/index.cfm
NCAT - Project Descriptions Sorted by Model http://www.thencat.org/PCR/Proj_Model_all.htm
Hybrid Course Resources - Maricopa Center for Learning & Instruction http://www.mcli.dist.maricopa.edu/ocotillo/hybrids/
resources.php
IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann http://www.tltgroup.org/programs/seven.html
A Baker's Dozen Ideas to Foster Engagement http://ctl.stanford.edu/Tomprof/postings/796.html
What Student Engagement Data Tell Us about College Readiness http://www.aacu.org/peerreview/pr-wi07/pr-
wi07_analysis1.cfm
Vanderbilt Center for Teaching: Understanding By Design http://www.vanderbilt.edu/cft/resources/
teaching_resources/theory/design.htm
Creating a hybrid college course: Instructional design notes and recommendations for beginners (article) http://jolt.merlot.org/vol1_no2_hensley.htm
All above links at http://www.diigo.com/list/lmilne/hybrid-course-design
Questions? Ideas?