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Creating a Hybrid Course from Scratch or…

Creating a Hybrid Course from Scratch or…. An Introduction to the Online Course Development Process . Different way of thinking…. Holistic- a product, a packaged experience Shaped learning environment- technology rich Process training- not content-packed

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Creating a Hybrid Course from Scratch or…

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  1. Creating a Hybrid Course from Scratch or… An Introduction to the Online Course Development Process

  2. Different way of thinking… • Holistic- a product, a packaged experience • Shaped learning environment- technology rich • Process training- not content-packed • Outcome driven- by engaging in this learning experience, the student will… • Assessment driven- what is important to learn is measured

  3. Not about what will happen in the classroom…It’s about the journey or the learning experience

  4. Learning Environments • Face-to-face: classroom experience • *Face-to-face with an online presence: classroom & Web based • *Hybrid- blend of Web based and face-to-face • Online- Web based • Distance Education with an online presence • Distance Education

  5. Deconstruct -> Reconstruct Learning experience • Deconstruct time, space, roles, expectations • Reconstruct time, space, roles, expectations • Decisions, decisions, decisions…

  6. Integrated Course Design Process (Fink, 2003)http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc 3 phases • 1-> Build Strong Primary Components • Situational Factors • Learning Goals • Teaching and Learning Activities • 2->Assemble the components into a coherent whole • 3->Finish important remaining tasks

  7. Situational Factors Professional Identity: Behaviors and Attitudes • 15 week course/ 15 modules • Hybrid- One six hour F2F seminar seventh week • 34 students/full time/2 sites • Cohort model; required • 2 credits/6 hours effort per week • Asynchronous/ no ITV • Competency vs discriminatory S/N • High interactive; low stakes • Self assessment & reflection • ACOTE standards B.4.5, B.5.6, B.7.4, B.7.10, B.9.1, B.9.2, B.9.4, B.9.6, B.9.7, B.9.8, B.9.10, B.9.11

  8. Professional Identity…Learning Goals • Behavior change • Attitudinal shift In three years these students will be: • Lifelong learners • Ethical practitioners • Interprofessional team members

  9. Before… Lecture ---------------- Readings ------------- In class activities---- WebCT discussions Guest lectures------- Assignments--------- Fieldwork Exams----------------- Now WebVista content Readings Online activities WebVista discussion Video Assignment boxes Wikis & Wimba Quizzes Professional Identity… Teaching and Learning Activities

  10. Comparison of Classroom to Hybrid course reinforces what we know… • Schaber (2008) It works (To be Written) • Bernard et al. (2004) Learning from computers is as effective as face-to-face • Online learners rated their learning higher than classroom learners • Mueggenbury (2003) Students read more and learn as much or more • Online learners used more learning tools and cited Readings as a source of their learning twice as often as classroom learners • Hollis & Madill (2006) Online format supports principles of adult learning: active, group, applied • Online learners cited 61% more learning tool usage; cited Out of Class Discussion 16 times more frequently than Classroom learners • Maeroff (2003) Online course preparation can take up to 500% longer • Course development took six months intensive preparation (3 person team) • Stout (2001) The online course development process is a radical change beginning with a critical reflection on teaching and learning….. • Online course development is a transformative process

  11. Patricia Schaber, PhD, OTR/L University of Minnesota Program in Occupational Therapy schab002@umn.edu For further information…

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