Transcript Hybrid/Blended Learning The College at Brockport

Hybrid Teaching and Learning:
An e-Poster Session
Hybrid Teaching and Learning
Faculty Learning Community
(FLC) 2013-2014
& Chris Price, Ph.D.
Agenda
• Jie—Brief introduction of FLC activities;
• Ann—List of hybrid teaching resources;
• FLC members—Values and myths of hybrid
•
•
teaching: Anecdotes from frequent students’
attitudes: each member share one anecdote on
hybrid teaching;
FLC members—Station introduction: each
member introduces the topic she is going to focus
on during the content demo;
FLC members—Content demo @ computers
Definition
• “Blended courses (also known as hybrid or mixed-
•
media courses) are classes where a portion of the
traditional face-to-face instruction in replaced by
web-based online learning” (BlendedKit Reader,
Ch. 1).
Hybrid or blended learning is “an instructional
delivery mode where instruction is conducted partly
online and partly face-to-face with a key
distinguishing factor of reduced seat time”
(Educause on campus, 2011).
Hybrid Courses at
The College at Brockport
• The existing blended learning definitions do not
provide a specific breakdown between face-toface and online time, and the breakdowns vary
across different institutions.
• Current practice at The College at Brockport:
No set percentage;
Require F2F meeting times in course notes.
• We propose: The Sloan Consortium defines
blended courses as ones “ where 30% to 79% of
the instruction is delivered online” (BlendedKit
Reader, Ch. 1).
Benefits of Hybrid Courses
• Provide student-centered design (Fuchs, 2011)
• Encourage student engagement (BlendedKit Reader,
Ch. 1)
• Foster student ownership of content (BlendedKit
Reader, Ch. 1)
• Meet diverse learning styles/needs (Fuchs, 2011;
BlendedKit Reader, Ch. 1)
• Be flexible with faculty/student schedules (Fuchs,
2011)
• Shortened class schedules & Free classroom
space (BlendedKit Reader, Ch. 1)
Hybrid Course Design
What to Consider/Critical Questions
• What section/content of your course would
best take place in a face-to-face class and
what activities/interactions are more
valuable online?
• How do these two come together for a
seamless experience for students?
Hybrid Course Design
Five Elements
• Live events: Synchronous, instructor-led events.
• Self-paced learning: Learners complete
•
•
•
individually on their own time.
Collaboration: Learners communicate and create
with others.
Assessment: Measurements of learners’ mastery
of the objectives.
Support materials: Reference material, both
physical and virtual, to aid learning retention and
transfer.
(Carman, 2002, p. 2)
Design Hybrid Courses
Design Strategies (Educause on campus, 2011)
• Begin with course objectives: Clear & measurable.
• Use either module/content, time, or chapter.
• Use objectives to help guide teaching and learning
•
•
•
•
activity planning.
Plan for face-to-face and online components to
contribute to each other.
Create essential communities both online and face-toface.
Encourage active learning activities and engagement
opportunities.
Include individual contact and assistance via
assessment, prompt feedback, and communication.
Design Hybrid Courses
Design Steps
• Identify course content
• Write learning objectives and develop instructional
•
•
•
modules
Select course delivery strategies most appropriate
for your content
Integrate course content activities in classroom and
online environments; and determine what is best
suited for either the online or classroom
environment
Encourage holistic course design
(Educause on campus, 2011)
Hybrid Course Design
Best Practices
Student
Centered;
Faculty as
Facilitator
Hybrid Course Design
Strategies to Build Learning Community
•
•
•
•
•
•
•
•
•
•
Think-pair-share
In-class writing assignments
Note checks
Case studies
Group projects
Five-minute discussions
Group discussions
Role-playing
Summarizing
Venn diagrams
(Educause on campus, 2011)
Hybrid Course Design
Strategies to Build Online Community
• Offer prompting questions or other prompts
throughout the discussion
• Establish a “presence” in the conversation, though
less than full engagement
• Remain neutral when possible
• Encourage and establish rules for respecting
different opinions
• Redirect when needed
• Focus on topic of discussion
• Model appropriate responses
(Educause on campus, 2011)
Hybrid Course Design
Strategies to Engage in Discussion
•
•
•
•
•
•
•
•
•
Prepare for upcoming in-class discussion
Respond to readings
Review of literature
Follow-up to in-class discussion
Extension of in-class discussion/assignments
Question and answer forum
Pose a problem and ask for solutions
Case study
Students critique classmates’ work using provided
evaluation guidelines
• Find/evaluate web resources on a topic and discuss
results
• Invite guest speakers/lecturers
• Debate a topic
(Educause on campus, 2011)
Hybrid Course Design
Strategies for Online Collaborative Activities
•
•
•
•
•
•
•
•
•
•
•
•
Case studies
Discussions
Student-moderated discussions
Guest speakers
Debates
Panels or symposiums
Collaborative writing
Collaborative presentation
Role play
Games
Demonstrations
Online student-led support (Educause on campus, 2011)
Useful Tools
Blended Tool Kit http://blended.online.ucf.edu/blendkit-course/
Most recent session starts April 21, 2014. Register via:
https://www.canvas.net/courses/becoming-a-blended-learning-designer
Designing Effective and Innovative Courses
http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/index.html
Dee Fink
http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Common Wealth of Learning
http://www.col.org/resources/publications/Pages/results.aspx?lk=%22ope
n+educational+resources%22&CID=&lsort=date&lstart=1
Educause Learning Initiative Discovery Tool: Blended learning
workshop guide: http://www.educause.edu/library/resources/eli-discoverytool-blended-learning-workshop-guide
SUNY Tools of Engagement Project:
https://sites.google.com/site/sunytoep/