Course Tech 2013, Dr. Charlene Phillips & Prof. Jacob M. Phililips, From Face-to-Face to Hybrid
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Course Tech 2013, Dr. Charlene Phillips & Prof. Jacob M. Phililips, From Face-to-Face to Hybrid

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A recent trend in higher education is the use of hybrid courses – combining face-to-face classroom instruction with ...

A recent trend in higher education is the use of hybrid courses – combining face-to-face classroom instruction with
online learning activities. Within the Virginia Community College System (VCCS) hybrid courses must meet standards as set forth in the VCCS Consortium for Quality Rubric. This presentation focuses on how the Northern Virginia
Community College Manassas Campus hybridized their ITE 115 Computer Applications and Concepts course using a
custom-developed Course Technology textbook, SAM 2010, and Blackboard.

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  • 50% or more is a Campus base hybrid. 49% or less has to be run through the Extended Learning Institute (ELI). NOVA must ensure that its non-distance education hybrid classes meet the institutional standards of quality expected for all instruction at the college.
  • Faculty are aware of the policy through the Faculty Handbook.
  • 50% or more is a Campus base hybrid. 49% or less has to be run through the Extended Learning Institute (ELI). NOVA must ensure that its non-distance education hybrid classes meet the institutional standards of quality expected for all instruction at the college.
  • The Blackboard Competency was created as a DR measure to ensure all faculty could continue to teach and that students would receive instruction in the event of a disaster such as; H1N1, Hurricane or Snowmaggedon. To receive competency faculty must take Blackboard I, II and III or demonstrate competency through usage within their Blackboard course.
  • Hybrid ChecklistVCCS Competency RubricELI Course Review FormQuality MattersIn an effort to ensure the quality of our courses, all courses go through a review process. We use the VCCS Rubic which combines Quality Matters Standards and best practices for online course design. Evidence to “prove” that hybrid courses are the equivalent of their face‐to‐face counterpartsUse existing models…. VCCS Rubric and the model it is based upon  the Quality Matters ProgramWhich is administered by Maryland Online and started from a department of education fund for the improvement of post secondary education in 2003After the grant it became a self support organization and it used a faculty centered peer review processBased in national standards of best practice, research literature and instructional design principlesGeneral Standard 1: The overall design of the course is made clear to the student atthe beginning of the course.
  • This one-day course is a “grandfathering” requirement for current or former faculty who teach hybrid courses. The course revisits the NVCC policies as well as VCCS policies of hybrid instruction. Faculty who fulfilled their Blackboard Competency, attend the Hybrid Overview and demonstrate their course meets the NVCC policies and VCCS policies of hybrid instruction will receive the Hybrid Instruction Certification.
  • Duration - 4 hours training, 2 hours outside activity and online. Track 1 faculty will discuss what constitutes a hybrid course according to NVCC and VCCS standards. Faculty will be introduced to Best Practices in hybrid instruction. Track 2 The various types of technologies such as; Merlot, Web 2.0, Voice Threads, etc. are discussed and sampled. Faculty comfort level is increased in their use of technology in hybrid instruction. TRACK 3 Faculty focus on how the design of a hybrid course impacts the interaction and the goal of activities to meet learning objectives. After the completion of the three tracks, faculty will be equipped with the tools and knowledge of NVCC/VCCS policies, design, activities and technology to teach a hybrid course. Hybrid Wrap-Up After the completion of the three tracks, faculty will be equipped with the tools and knowledge of NVCC/VCCS policies, design, activities and technology to teach a hybrid course. We talk about their next steps which are course review and take advantage of future hybrid professional development opportunities. To assist with the development of training, we spoke with former hybrid faculty and former hybrid trainers. We researched best practices at other institutions. We have a current faculty member on Sabbatical who dedicates her research to hybrids. The Sabbatical member works with the Director of TAC and the Director of Web Services to create a website geared towards Administrators, Faculty and Students. The goal is to provide a medium of support for all involved with administering, teaching or taking a hybrid course. The Technology Applications Center has TAC Mentors on each campus. Our TAC Mentor for Manassas, Alicia Tucker has been an integral part of the Hybrid Training as well as mentoring new faculty who to hybrids. To carry-out the hybrid training, we hired an Instructional Technologist for Hybrid Instruction. The primary role is to train and develop hybrid opportunities for faculty. She is also responsible for the course review and provides guidance to new faculty who teach hybrids. Now , we’ll here from our Instructional Technologist for Hybrid Instruction, Nikkia Anderson, who will share with you the remaining Hybrid Tracks.
  • Take from PSU into ppt
  • Taken from pen state slidesTraditional hybrid percentage breakdowns Later on we will discuss NOVA’s policies

Course Tech 2013, Dr. Charlene Phillips & Prof. Jacob M. Phililips, From Face-to-Face to Hybrid Course Tech 2013, Dr. Charlene Phillips & Prof. Jacob M. Phililips, From Face-to-Face to Hybrid Presentation Transcript

  • From Face-to-Face to Hybrid Dr. Charlene Phillips/Dean Science and Technology Prof. Jacob M. Phillips/Associate Professor ITNorthern Virginia College College/ Manassas Campus
  • Objectives• Hybrid Policy• Blackboard Competence• Sam’s 2010
  • NOVA Policy Face to Face Percentages 50+ Campus Based Hybrid Courses 49-30% ELI and Campus Based Courses 29% or less ELI DE Courses
  • Hybrid Policy• SACs( November 2011) – Appendix K in Faculty Handbook
  • Faculty Handbook• Appendix K – For purposes of SACSCOC accreditation - what is considered a Hybrid Course at NOVA and what is considered Distance Education – Hybrid Certification Process
  • NOVA Policy Face to Face Percentages 50+ Campus Based Hybrid Courses 49-30% ELI and Campus Based Courses 29% or less ELI DE Courses
  • Hybrid CertificationTo be certified to teach hybrid courses, you must – Be Blackboard Competent • Completed TAC’s BB I, II and III within the last 2 years OR • Demonstrate BB Competence via the BB Competency Rubric http://tac.nvcc.edu/asrp/criteria_for_assessing_BB_co mpetencies.pdf – Receive and continue to receive TAC hybrid training - http://tac.nvcc.edu/tactraining/register/ – Present your hybrid course for review and score 46/53 points on the hybrid rubric (ndanderson@nvcc.edu)
  • DemonstratingBlackboard Competency
  • Hybrid Checklist- Course must meet at least 85% of the objectives listed.
  • Hybrid Overview – AsynchronousTotally Online• Duration - 4 hours training• Former or current faculty prior to Spring 2012• Blackboard Competency• Course Review – Hybrid Checklist
  • Hybrid Instruction CertificationHybrid Certification: Track I – What is a Hybrid Course?Hybrid Certification: Track 2 – Technology and CollaborationHybrid Certification: Track 3 – Design and ActivitiesHybrid Wrap-Up A recap of Hybrid Track 1, 2 and 3.
  • Classroom Time is Uses computer Reduced But Not based technologies Eliminated Hybrid Course Redesign of some Join Best Features of Lecture/Lab Content In-Class and Online into New Online Activitieshttp://courses.durhamtech.edu/tlc/www/html/Special_Feature/hybridclasses.htm
  • Traditional Hybrid Course Info http://www.sloanconsortium.org/publications/survey/pdf/learningondemand.pdf
  • How Much Time Doesa Hybrid Course Take?• The online portion of a hybrid courses requires the same number of "contact hours" as the face-to-face class time that it is replacing.• A Hybrid course is NOT a condensed course.
  • What is the Goal of Teaching a Hybrid Course?“The goal of a hybrid course is to join the best features of in-class teaching with best features of online learning to promote active independent learning and reduce class seat time.”Carla Garnham and Robert Kaleta, Learning Technology Center, University of Wisconsin-Milwaukee
  • Sam’s 2010 and Blackboard• SAM 2010: Get in the Game
  • SAM is the premier proficiency-based assessment andtraining environment for Microsoft® Office 2010. – Building on the unparalleled success of the SAM assessment and training platform, SAM 2010 provides a variety of real-life simulations and SAM Projects assignments which prepares students for the real world. – Unlike other assessment environments, SAM works in multiple browsers (IE, Firefox and Safari), requires NO installation other Flash (which most computers already have), DOES NOT expire (students have access for lifetime at their school) and comes with an unmatched training and implementation service in CourseCare. – Interested in adopting SAM for your classes? Contact your sales representative for access to SAM. Already using SAM, and looking for helpful resources? Also, be sure to visit our "Get Trained" page, where you will find additional information on SAM in the form of webinars, self- training videos, detailed guides, and much more. Please CLICK HERE to learn about SAM system requirements.
  • Questions???• Thanks for your participation and engagement in this session.