designing hybrid courses

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Designing Hybrid Courses Lynda Milne 2009 Institute for New Faculty Developer s

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Page 1: Designing Hybrid Courses

Designing Hybrid Courses

Lynda Milne

2009 Institute for New Faculty Developers

Page 2: Designing Hybrid Courses

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

Page 3: Designing Hybrid Courses

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)

Page 4: Designing Hybrid Courses

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. 

Page 5: Designing Hybrid Courses

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.)

Page 6: Designing Hybrid Courses

So how’s it measure up to the Seven Principles?

Page 7: Designing Hybrid Courses

Ok, we’re ready to design

Page 8: Designing Hybrid Courses

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.

Page 9: Designing Hybrid Courses

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.

Page 10: Designing Hybrid Courses

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.

Page 11: Designing Hybrid Courses

One more model: Mazur

Page 12: Designing Hybrid Courses

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?

Page 13: Designing Hybrid Courses

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

Page 14: Designing Hybrid Courses

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

Page 15: Designing Hybrid Courses

Questions? Ideas?