Hybrid Learning May College 2014 hybrid learning in

Hybrid Learning May College 2014

‘hybrid learning’ in context

Synchronous Asynchronous

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Hybrid Instruction: Formal definition requires some displacement of class time … but, we are also using a looser definition Techniques you may be using now: • textbook • readings • delivery of course content via Sakai or other online platform Techniques we’ll be exploring tomorrow: • deeper uses of Sakai • web tools for collaboration and other engagement • flipping the classroom • ways to connect • student to professor • student to student • class to ‘the world’

Hybrid Instruction: Related terminology you may hear: • blended learning • technology mediated instruction • mixed-mode instruction • integrated learning • courseware • e-learning • m-learning (mobile) • • networked learning virtual education computer-based training web-based training self-paced learning webinar “lecture capture” others?

Why this workshop came to be: • Openness to hybrid course proposals in fall and spring, not just summerterm • Teagle Grant fostered and other potential for crossinstitutional course collaboration • Interest in “flipping the classroom” • Interest in connecting classroom to remote presenters and locations • Our interest in fostering best practices for online/hybrid engagement

Themes you’ll hear us harp on: • Always begin with, and build from, learning objectives • Try to take advantage of benefits hybrid delivery allows rather than duplicate f 2 f approach in online manner • Learn as much as you can about tools available so you can recognize when they might fit a need • Consult with Educational Technologies and other support professionals to match objectives to tools • You’re likely using hybrid approaches now. Consider ways it might it be beneficial to push further • As much as possible, track student impacts

Student feedback on summerterm online/hybrid courses: … required a lot more work than I expected It was just stressful not having face to face contact with other students or the professor; not really anyone's fault it just wasn't for me More immersive and intense Helped me be more independent in my work Chance to learn on my own and it actually gives more interaction between students I was able to work alone in a quiet area and was not stressed out with time management because I was able to know ahead of time due dates

Student feedback on summerterm online/hybrid courses: The online nature of the course forced me to adjust my focus in learning the material. That is, I needed to be perhaps more careful in reading the text, and I had to strengthen my ability to convey my thoughts in writing The forum discussions were helpful because the fact that everyone's comments are written down allows me to read them and process them more carefully The ability to read peoples comments allowed me to respond better to them and to analyze them

Student feedback on summerterm online/hybrid courses: Didn’t have to worry about being to class on time I wouldn't recommend a hybrid/online course (in general; not this one specifically) to a student that generally lacks motivation (like me) Instructor was always available It was a very good online environment because we were communicating with the instructor on a regular basis and had assignments that had us engaging with each other

Student feedback on summerterm online/hybrid courses: I tend to ask a lot of questions to make sure I'm doing my work as well as I can but I almost felt silly e-mailing the professor with every little question I had The key is to ask questions and to not be afraid to seek help, even if it is only over e-mail. I think the online nature allows you to learn a lot about yourself while also learning the subject matter Made it more difficult to focus and know exactly what the instructors wanted for each assignment

Cyber. Politics Hybrid Course student feedback: “GREATER ACCOUNTABILITY” Quiet forced to talk/post (could not be passive) Need to be direct / to point (could not BS, must know stuff) Required/allowed better thought development Opportunity to bring in outside research/rich media Better able to cite sources, not just opinion … need to justify opinion Still pressure, but pressure to justify thoughts, not social pressure

Cyber. Politics Hybrid Course student feedback: “MATCHES HOW WE LEARN” Savviness necessary, but provided training/support Flexibility fit lives – athlete able to contribute/join while on road Suits wider range of learning/working styles Enjoyed “horizontal” learning from peers and faculty as equal More interactive … don’t feel lectured at I spend a lot of time on internet (reading, etc) … this seemed like natural extension Informality was more engaging … learned without realizing it Calmer environment. Leveler playing field

Cyber. Politics Hybrid Course student feedback: OTHER BENEFITS Appreciate ability to refer back to class product More efficient. Posts always on point. In class it can feel like people are talking just to talk More immediate feedback than with papers Smaller posts easier to write and read. Led to more conversational feel

Cyber. Politics Hybrid Course student feedback: WHY SUCCESSFUL Newness of approach. Was exciting Direct/intimate connection to faculty led to better understanding In smaller group, had larger voice Provided training/support/direction Clear ground rules, expectations, deadlines, and assessment criteria It was central to course, not just an add-on Classroom vibe was essential. The in-class/online balance was key

Communication / Collaboration

Synchronous Faculty Student. Asynchronous Student (Class) Campus

Faculty Student http: //openclipart. org/detail/1908/phone-by-rickvanderzwet http: //openclipart. org/detail/17371/email-by-ytknick • Outline modes by which they can contact you • include expectations for timeliness of response • Outline modes by which you will contact them • include expectations for their connectedness • Email: opportunity to foster professionalism • Social Media: opportunity to foster thoughtful ID management

Faculty Student … Asynchronous

Faculty Student … Synchronous “Office Hours” http: //openclipart. org/detail/1908/phone-by-rickvanderzwet http: //openclipart. org/detail/191469/chat-icon-by-minduka-191469 http: //www. ebuzzsolutions. net/#!video-conference 1. png/zoom/main. Page/image 128 e

Student (class)

Student (class) https: //c 1. staticflickr. com/5/4035/4314365065_f 64 a 614 b 9 d_z. jpg? zz=1

Student (class) Fostering Successful Asynchronous Discussions • • • Need to clearly delineate expectations Foster the discussion … esp early on Outline assessment approach … rubric Build from low-stakes to high-stakes Good opportunity to foster netiquette

Student (class) “Lecture” Strategy • • At times, it is best approach to a topic Is there expert lecture content available? Can be required or optional/remedial Production (from easy to more elaborate) • podcast (perhaps referring to external resources) • video podcast • narrated Powerpoint (exemplar) • Popcorn Maker and similar webtools • Produced Movie (i. Movie, webcam/document camera app) • (Ed. Tech can advise/support)

Student (class) Student Collaborations • projects, case studies, etc, where they need to: • outline issues • assign tasks • research (accumulate materials) • collaboratively report findings • tools for collaboration http: //www. ebuzzsolutions. net/#!video-conference 1. png/zoom/main. Page/image 128 e

Student (class) Synchronous Class Sessions • Must carefully consider need … and use strategically • only when synchrony is beneficial • should complement asynchronous approaches • needn’t involve entire class • are my students remote. . . joining by classroom or student

Student (class) Synchronous Class Sessions • Available technology *note: also an option for bringing in external speaker

Student (class) Synchronous Class Sessions