1 / 32

Governors State University Faculty Summer Institute Teaching Hybrid Courses

Governors State University Faculty Summer Institute Teaching Hybrid Courses. Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee June 7, 2005. Session Overview. Definition Benefits of hybrid courses Tour of a hybrid course

Download Presentation

Governors State University Faculty Summer Institute Teaching Hybrid Courses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Governors State UniversityFaculty Summer InstituteTeaching Hybrid Courses Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee June 7, 2005

  2. Session Overview • Definition • Benefits of hybrid courses • Tour of a hybrid course • Preparing faculty and students • Technology considerations • Tips for faculty

  3. Hybrid Course Definition • Definition • Courses where a significant amount of learning has been moved online making it possible to reduce the amount of time spent in class • Partially online • Partially face-to-face • Terminology • Hybrid • Blended • Mixed-mode

  4. Basic Hybrid Concept • Students spend more time working individually and collaboratively on assignments, projects, and activities • Faculty spend less time lecturing and more time reviewing and evaluating student work and guiding and interacting with students

  5. Hybrid Course Description • Hybrid courses are: • NOT simply traditional classes with a Web site • Not web-enhanced • Online time replaces some classroom time • NOT traditional “distance education” courses • Not entirely online • Face-to-face classroom meetings • NOT all alike • Many different formats and schedules are possible • NOT just transferring information to the Web • Involves an extensive course redesign

  6. Teaching & Learning Benefits • More learning, understanding, and retention • Faculty consistently report students learn more • University of Central Florida research on grades • More interaction and discussion • Students are more engaged • More student and learning centered • Less listening and more active learning • More hands-on student involvement with learning

  7. Student Benefits • Different learning styles accommodated • Greater convenience • Any time/anywhere learning opportunities • Addresses commuting, parking, and time concerns

  8. Potential Institutional Benefits • Accommodate more students without building more classrooms • Fewer class meetings Schedule more courses in same space • Reach new student markets • Weekend and evening degree programs • Less commuting for working adults

  9. Students and Faculty Agree • Faculty & students like hybrid courses • According to our surveys • 100% of faculty Hybrid Project participants would teach hybrid again • 90% of students say that they would recommend hybrid courses to others

  10. Sample Hybrid Course • Course: Site and the Public Space • Upper-level undergraduate course • Student majors included Visual Art, Architecture, and Urban Planning • 15 students • 1/3 online • 2/3 face-to-face

  11. Introduction to “Site and the Public Space”

  12. Public Art Project

  13. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  14. Ideation

  15. Ideation Discussion

  16. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  17. The Hybrid Model as a Logical Choice

  18. Proposal Images

  19. Proposal

  20. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  21. Group Dynamics

  22. Milwaukee Neighborhoods

  23. Interviews

  24. Production

  25. Installation

  26. “Where Do You Live?”

  27. Conclusion

  28. Faculty Development • Faculty need to learn • Course redesign • Create online learning activities • Integrate face-to-face & online • Develop assessment plan • Teaching online • Facilitate online discussion • Negotiate the logistics of online teaching

  29. Preparing Students for Hybrid Courses • Very important • Unforeseen by us and often overlooked by others • Hybrid Course Website for Students • http://www.uwm.edu/Dept/LTC/hybridcourses.html • Explains hybrid concept • Examples of hybrid assignments • Self-assessment of online learning skills • Support on campus • Technology requirements/recommendations

  30. Technology • Sometimes a problem • Things do go wrong • Students have most problems at the beginning • Solutions • Avoid high-risk technologies • Use a course management system (CMS) • Provide an institutional help desk • Develop help sheets for students • Conduct orientation session in a lab

  31. Tips for Faculty • Successful hybrid course offering • Start early • Keep it simple, redesign is incremental • Avoid the “course-and-a-half syndrome” • Integrate face-to-face and online activities • Make use of existing resources • Manage student expectations • Prepare for anticipated problems

  32. Contact Information Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee LTC@uwm.edu 414 229-4319

More Related