Welcome to PH601Philosophy of ReligionAn Orientation of a Hybrid Course
What is an orientation andwhy do I need it? Hybrid courses are new and promising butdifferent! Theories of Equivalence and Intersubjectivity in thedesign of this course. Keep up the communication! Got your technology in check? What you can expect and what’s expected of you. Overview of technology tools in this course.
What is ahybrid course?Using a blended-learning modelstudents study at their own paceoutside of the classroom, engagein collaborative research andconversation using Web 2.0 tools,and then convene in theconventional classroom to presentfindings, carry on discussion, andlearn at a deeper level.By maintaining the two-wayconversation necessary forintersubjectivity in education(Keegan 1996), while reducing thenumber of class meetings,students benefit from increasedaccess and convenience whilemaintaining a high level ofeducational rigor. (Simonson, et.al., 2012).
The Blended-Learning ModelA recent study conducted by the Department of Education hasconcluded that students generally perform better in a blended-learningprogram than in a pure face-to-face environment.Department of Education Study on Blended Learning
Theories of DistanceEducation This course has been designed with Keegan’s theoryof Inter-subjectivity, and Schlosser and Simonson’sequivalency theory in mind. Distance learning does not replace conventional face-to-face(F2F) learning, but creates an different learning experience withequivalent outcomes (Simonson, Smaldino, Albright &Zvacek, 2012, p. 52). Distance learning is a distinct form of education if and only if areintegration of the teaching and learning acts can be createdthrough two-way communication. This ―intersubjectivity is ashared experience in which the teacher and learner are united bya common zeal‖(Keegan, 1996, Cited by Simonson et.al., 2012, p. 53 and 54).
Communication iseverything! With Schlosser and Simonson and Keegan’s theoriesin mind, this course has been designed then toMAXIMIZE two-way communication andcollaboration, thus enhancing intersubjectivity andproviding an equivalent and convenient learningexperience. F2F – Real-time discussion utilizing web-tools duringclass such as PollEverywhere, and summaries ofBlog/Twitter feeds. At a Distance – Increasing the social context for learningand improving student engagement and participationusing informal ―real-time‖ social-networking tools likeTwitter, Google Docs, and Debategraph.(Dunlop &Lowenthal, 2009)
Minimum TechnologyRequirements High-speed Internet access Computer with ability to run multiple applications at once Software Browser-Firefox or Chrome Adobe Reader Productivity suite (such as Microsoft Office, although GoogleDocs are sufficient). Accounts set-up for all required web-technology tools. Mobile devices (smartphones, tablets), are not required byhelpful and will improve the level of communication andtherefore the entire distance-learning experience.
Expectations (Simonson et. al., 2012)What can I expect? More flexibility in schedule(p. 221) Active-learning Well-structured instructionwith clear responsibilities (p.222) Scaffolded collaborativelearning experiences (p. 224) Relevant information anddiscussion (p. 221)What is expected ofme? Assume the primary responsibilityfor learning (p. 225). Stay disciplined—balance your on-task time for class with otherresponsibilities (p. 229) Participate--be online on a regularbasis and contribute both formallyand informally (p. 230) Choose your own learningpreferences and follow them. Plan to spend about 8-12 hoursoutside of class, and in addition tothe 3 hour F2F component. (p. 233)
Technology OverviewAt the conclusion of this slideshare you will be directed back to theBlackboard interface where you may explore some of the Web-basedtools we will be using as part of our course. Please peruse thedescriptions, rationale for use, and tutorials provided to become familiarwith these collaboration and communication tools. You may also wantto begin the process of registering for accounts on sites that require this.
APA references Dunlap J. & , Lowenthal, P. (2009, December 22). HortonHears a Tweet. EDUCAUSE Review Online. Retrievedfrom http://www.educause.edu/ero/article/horton-hears-tweet Means, B., Toyama, Y., Murphy, R., Bakia, M., &Jones, K. (2010). Evaluation of evidence-based practicesin online learning: A meta-analysis and review of onlinelearning studies. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.(2012). Teaching and Learning at a Distance. Boston, MA:Allyn & Bacon