Hybrid Learning: Models and Technologies

John Bell William Cain Sandra Sawaya Charlie BelinskyMarch 21, 2013

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Hybrid Courses

• Using both face-to-face and online interactions for “contact hours” of a class– So a “hybrid” course is not …

• an online project for a face-to-face course• a face-to-face meeting for an online course

• MSU academic planning directions Support the systematic trying and testing of various instructional models

June Youatt, Acting Provost.

Our Initial Context

Ph.D. in Ed Psych & Ed Tech edtechphd.com/edpsychphd.com

– Face-to-Face (F2F) and Hybrid Provide access to mid-career people

Challenges– Two groups integrated — a challenge and a strength– Practice what we preach

Design Studio– Do what we’re doing … better– Learn from what we’re doing.[452]

The best technology-integrated solutions match… Well-defined purpose for technology/innovation

Learner/learning strategies

Teacher/pedagogical strategies

Content (esp., input, process, or output heavy)

Context and constraints.

The Big Idea

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Corollary of the Big Idea

Leading with a solution rather than a problem only succeeds by chance

• What primary problem are you trying to solve?– Learning problem– Access problem– Productivity problem– Constraint problem– Demand problem.

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Primary Principles

• Employ your best resources to solve the hardest and most important problems– Example: Do face-to-face sessions for the most

critical aspects for student success

• Employ the best strategies for each situation– Example: Aim for comparable value rather than

same experience.

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Learning Environment Models

Time Model Consistency

* These models are (largely) pedagogically neutral.

Topographies of Face-to-Face Models

Black dots=studentsRed dot=instructorFilled ellipse=full interactionLine=focused interaction, arrow=predominant communication

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Topographies of Online Models

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Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interaction

Topographies of SynchroModal Models

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Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interactionGray boxes=Representation of remote people (display)

Topographies of SynchroModal Models:a) Linked Classrooms/Remote Instructors

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Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interactionGray boxes=Representation of remote people (display)

Topographies of SynchroModal Models:b) Group plus Online Individuals

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Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interactionGray boxes=Representation of remote people (display)

2012: CEP910 Roseth2013: CEP917 Mishra & Henriksen

Topographies of SynchroModal Models:c) Hybrid Small Groups

[Google Hangout]

Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interactionGray boxes=Representation of remote people (display)

Topographies of SynchroModal Models:d) Hybrid Seminar

[Node Chairs]

Black dots=studentsRed dot=instructorGray filled ellipse=full interactionDotted line=virtual interactionGray boxes=Representation of remote people (display)

Learning Environment Models

* These models are (largely) pedagogically neutral.

Tech Navigator

Tech Navigator– Someone whose primary responsibility is to keep

the technology working and effective

– A fading need as technology becomes more transparent• Technology gets more reliable and simpler• Instructors get more skilled with technology and

modified pedagogy

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Lessons Learned

1. Pedagogy is (largely) independent of model2. Technology specifics the unavoidable aggravation

– Many and changing, yet essential

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Lessons Learned

1. Pedagogy is (largely) independent of model2. Technology specifics the unavoidable aggravation

3. TPACK– Changing any of [technology, pedagogy, content

knowledge] affects the other two– Changing the technology must

precipitate pedagogical adjustments, and in fact is a good opportunity to do so

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Lessons Learned

1. Pedagogy is (largely) independent of model2. Technology specifics the unavoidable aggravation

3. TPACK4. Tech Navigator

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Lessons Learned

1. Pedagogy is (largely) independent of model2. Technology specifics the unavoidable aggravation

3. TPACK4. Tech Navigator5. More planning & prep is required– Still requires just-in-time problem solving &

creativity (involves risk and enjoyment)6. Never done learning– Gather data for evaluation and research.

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Pedagogy and Situational Creativity in Synchronous Hybrid Learning (Cain)

Conclusion

The best technology-integrated solutions match…– Well-defined purpose for technology/innovation– Learner/learning strategies– Teacher/pedagogical strategies– Content (esp., input, process, or output heavy)– Context and constraints

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