"dos and don'ts of flipped, hybrid and online courses"
DESCRIPTION
Presentation at the 2014 conference of the American Association of Teachers of Spanish & Portuguese (AATSP).TRANSCRIPT
DOS AND DON'TS OF FLIPPED, HYBRID, AND ONLINE COURSES
Dr. Florencia Henshaw Director of Advanced Spanish
Definitions
• Flipped: instruction is delivered online prior to class (it may o may not involve substitution of F2F hours)
• Hybrid: it involves the substitution of classroom hours (2 hours online, 2 hours F2F)
• Online: there are no classroom hours (all instruction and meetings take place online)
Online course offerings at UIUC
Spanish at UIUC• Hybrid:
– All 100-level Spanish courses are hybrid• Flipped, but not hybrid:
– Advanced Spanish Grammar• Fully online courses:
– Spanish Composition for HL learners (Fall, Spring)
– Readings in Hispanic Texts (Summer)– Spanish Composition (Summer)– Introduction to Spanish Linguistics (Summer)
Spanish at UIUC
• Our platforms– Blackboard– Moodle– McGraw-Hill Connect– Pearson MySpanishKit– Cengage iLrn
Lessons learned
Don’t depend entirely on publisher-ready materials.
Do customize your materials.
Why?
Publisher-ready materials don’t always have the following 2 key elements of successful tech-enhanced courses:
#1: Interactive instruction#2: Feedback
Typical textbook tutorial
Does anyone want to sit through this for more than 35 seconds?
From: http://vistahigherlearning.com/new-supersite/tutorials/
Integrate interactive instruction
Tools for tutorials
To create your own videos:• Moovly / PowToon
Tools for tutorials
To create your own videos:• PixiClip
Tools for tutorials
To create your own videos:• PowerPoint + Screenscasting
software, such as Screencast-o-matic (free) or Snagit ($$)
Tools for tutorials
To make videos interactive:• Zaption ($$)• TED-Ed (free)
Students need to create a Ted-Ed account, and then you can review their saved answers.
Feedback
In class, do you only say “Right” and “Wrong”?
Do hold students accountable. Don’t nag them.
Holding them accountable...
• In-class – Student response systems
• iClicker, Polleverywhere– Free-writing exercises
• Online– Adaptive release
...without frustrating them• Accept late responses for partial
credit
• Establish consistent, logical deadlines
• Send them reminders– remind.com (formerly Remind101)
Do use Web 2.0 tools.
Don’t equate “2 hours online” with “2 hours clicking around”.
• Social media– Facebook, Pinterest, Instagram
Web 2.0 tools
• Real blogs, real sites, real audiences– Blogger, Weebly
Web 2.0 tools
• Creating & sharing– Piclits, Animoto, Photopeach
Makebeliefscomix, Smore – Piktochart– Flipquiz, quizlet
Web 2.0 tools
Animoto: students can create 30-second videos based on pictures
• Interactional exchanges– TalkAbroad ($$), WeSpeke (free)– Blackboard Collaborate
Web 2.0 tools
Wespeke.com
Students can chat on their own, and everything is automatically recorded.
Do pace yourself!Don’t get carried away!
• Too many platforms = frustration
• Quantity vs. quality
• “Busywork” vs. “practice”
Do train your students.Don’t assume they are “digital natives”
Train your students…and your instructors!
• Orientation session– Virtual or in person– “Can-do” statements/”virtual scavenger
hunt”
• Course quiz– Of course, make sure students know
how to access the quiz…
Start with why(Simon Sinek)
Thank you!henshaw2@illi
nois.eduhttp://www.pinterest.com/drhenshaw/