Designing Hybrid Courses
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The document discusses reasons for designing hybrid courses, which combine both in-person and online learning. It provides several benefits of hybrid courses, including flexibility for students, incorporating multiple modes of communication, and taking advantage of opportunities for learning both in and out of the classroom. The document also discusses several models for hybrid course design, including the supplemental, replacement, and emporium models. It emphasizes analyzing goals and learning outcomes, using appropriate methods, and considering institutional and student readiness when designing hybrid courses.
Designing Hybrid Courses
- 1. University of HeurdreemsDesigning Hybrid CoursesLynda Milne
- 2. Why hybrid?Flexibility for studentsWhole world at students’ access—in classroom limited by walls and one display computerMore choices for how to learn (multiple formats—text, video, audio, etc…)More opportunities for self-directed learningFits millennials better—they like technology and are used to itHybrid v. online requires students to work in “our space”—traditional contexts as well as in more familiar tech environmentsCaution, though: We assume that Ss who know some tech (games, e.g.) know the tech for information literacy, e.g.—and they don’t
- 3. Why hybrid?It’s the only way of teaching that can incorporate all the modes of communication that we currently use for learningIn classroom:LectureDiscussion Demonstration and practiceQuestion/answerOnlineEmailWritten textsDiscussion groupsOral discussion (Skype, e.g.)Video presentationsAudio/video/textual creative productsVideo meetingsSocial networkingBlogging/journals/essaysMicro-blogging (newsy tweets)
- 4. Any more reasons?It takes advantage of the spectrum of opportunities for learning available to students—in class and out.Student : studentStudent : facultyStudent : course materialsStudent : alternate sourcesStudent : tools for creative productsAstin, 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: RoutledgeKuh, G. D. (2007). What student engagement data tell us about college readiness. Peer Review, 9 (1), 4-8.
- 5. 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.)
- 6. So how’s it measure up to the Seven Principles?Good practice in undergraduate education: encourages contact between students and facultydevelops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Chickering, A.W.. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education, AAHE Bulletin, March, 1987.Chickering, A.W. & Ehrmann. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6
- 7. Ok, we’re ready to designADDIE ModelAnalyze and assessDesignDevelopImplementEvaluateMolenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, May/June 2003.Backward Design ModelIdentify desired resultsDetermine acceptable evidencePlan learning experiences and instructionWiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
- 8. Five Effective Models from the National Center for Academic TransformationThe Supplemental ModelRetains 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 ModelReduces 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.
- 9. Five Effective Models from the National Center for Academic TransformationThe Emporium ModelEliminates 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 ModelCustomizes 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.
- 10. Five Effective Models from the National Center for Academic TransformationThe Linked Workshop ModelRetains 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.
- 11. One more model: MazurEric Mazur describes how he uses his course management system for:Ensuring reading assignments are done;Engaging students in asking questions before class;Using student questions as assessments;ANDLetting student questions drive lectures.He also points out that this method has helped him personalize his teaching, and get to know his students, and what they know, much better.From Questions to Concepts: Interactive Teaching (2004), E. Mazur
- 12. 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?
- 13. Some final considerationsInstitutional preparednessNecessary IT tools and support?Capacity and infrastructureLibrary ability to support courseRegistrar and room scheduling issuesAdministrative commitmentFaculty readinessAll 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 readinessExpectations clearly statedQuality as well as quantity of interactions clearly describedTechnology knowledge and capacity
- 14. Specific help aboundsHybrid Courses: University of Milwaukeehttp://www4.uwm.edu/ltc/hybrid/index.cfmNCAT - Project Descriptions Sorted by Modelhttp://www.thencat.org/PCR/Proj_Model_all.htmHybrid Course Resources - Maricopa Center for Learning & Instructionhttp://www.mcli.dist.maricopa.edu/ocotillo/hybrids/resources.phpIMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmannhttp://www.tltgroup.org/programs/seven.htmlA Baker's Dozen Ideas to Foster Engagementhttp://ctl.stanford.edu/Tomprof/postings/796.htmlWhat Student Engagement Data Tell Us about College Readinesshttp://www.aacu.org/peerreview/pr-wi07/pr-wi07_analysis1.cfmVanderbilt Center for Teaching: Understanding By Designhttp://www.vanderbilt.edu/cft/resources/teaching_resources/theory/design.htmCreating a hybrid college course: Instructional design notes and recommendations for beginners (article)http://jolt.merlot.org/vol1_no2_hensley.htmAll above links at http://www.diigo.com/list/lmilne/hybrid-course-design
Editor's Notes
- #4: Technology always additive, rarely replacement. Larry Cuban