online+: a standards-based approach to hybrid learning

Using a standards-based framework in hybrid course design, we can select the optimal online learning environment as it pertains to synchronous and asynchronous modalities

Heather Zink, Hybrid Classroom ManagerMatt Otremba, Director of Training & Development

Jennifer Ayotte, Dean, School of Design

A standards-based approach to hybrid learning

• Demonstrate the use of the Hybrid Framework to guide decisions around course design & development

• Utilize learning outcomes as a basis for course development strategies in hybrid models

• Review course activities best suited for face2face & online instruction

• Share instructional resources that will empower faculty to make quality decisions around course delivery techniques

Creating Structure: The Three S’s

• Become solution-focused rather than problem-focused

• Assess the situation – 360 degree (re)view

• Identify standards to guide you

Hybrid Framework Continuum

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GOAL: To create a purposeful alignment of the learning experience, examining the desired student outcomes will drive the decision-making process surrounding the optimal learning environment.

Desired Outcomes Course Type ExamplesEstablishing peer-to-peer connections

to create a community of learnersIntroductory courses

Simulating real-world human interaction

Objectives map to external assessmentLabsQualitative courses, broad topics

Creating a space for real-time problem solving activities

Quantitative coursesLeadership coursesHealth Sciences courses that lead to high pressure decision-making

Providing hands-on experiences to interact with course content

LabsNew software/equipment introduced

Keeping current with field-related trends

Constantly evolving course content

Desired Outcomes of Live Instruction

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Why is it suited for hybrid delivery?

Example: Design Foundations

• A historical perspective: out with the old, in with the new– Poor record of student/course metrics– Must establish and emphasize applied learning – Foundation for all future coursework– Students’ desire for connectivity

GOAL: Creates consistency in the curriculum -- with clear objectives, instructional techniques can be employed to accomplish the desired outcomes.

Modality Distinction

Modality Integration

What are the real-time activities?What can be accomplished online?

“Flipping” the Online Course

Weekly Live Lab – Prep and Assignments“Module 04 Lab – Network Server Installation”1. Download the Lab Guide for this Module's Live Lab Activity2. Watch the Video Demonstrating what you will be asked to

do during this Module's Live Lab Activity3. Go to the Live Lab - Discussion Forum and Make your 1st

Post (due Wednesday by Midnight)4. Attend the Live Lab Session as Announced by your

Instructor (recorded and archived)5. Go to the Live Lab - Drop Box and Make your Submission6. Return to the Live Lab - Discussion Forum and Make your

2nd Post (due Saturday by Midnight)

GOAL: To empower faculty with information to make good decisions around course delivery techniques.

Hybrid Instruction Guide: http://guides.rasmussen.edu/hybrid/ Blended Learning Toolkit: https://blended.online.ucf.edu/

What resources are needed to help teach the course?

Example: Portfolio Development

• One small course, one giant leap– Culmination of all prior coursework– The second most important education “artifact”

for design graduates– Necessary for contact points throughout for:• Works in-progress• Instructor and peer feedback• Portfolio presentations

– Consistency an absolute MUST

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Contact InformationHeather Zink Hybrid Classroom Manager

heather.zink@rasmussen.edu twitter.com/heatherannzinkwww.linkedin.com/in/heatherzink952-230-5068

download slides: http://heatherzink.wordpress.com

Matt OtrembaDirector of Training & Development

matthew.otremba@rasmussen.edu763-793-4773

Jennifer AyotteDean, School of Design

jennifer.ayotte@rasmussen.edu twitter.com/rasmussenwww.linkedin.com/in/jenniferayotte 239-477-2153