• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Bill Pelz and Jane Verri's: The Herkimer HyFlex
 

Bill Pelz and Jane Verri's: The Herkimer HyFlex

on

  • 1,924 views

SLN SOLsummit 2010 ...

SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010

Bill Pelz, Professor of Psychology (1968) and Jane Verri, Assistant Professor of Psychology (2002), Herkimer County Community College

Introducing: the Herkimer HyFlex!
Two seasoned instructors at Herkimer County Community College are pioneering a new instructional design strategy which combines two current pedagogical trends in higher education: hybrid course design and heutagogy.

* Hybrid course design: some portion of required class activity occurs within the classroom environment, the remainder occurs within the online environment.
* Heutagogy: learners assume as much responsibility for determining their own learning conditions as possible (what to learn, how to learn, where to learn, when to learn, etc.)
* HyFlex course design: all or most course learning activities are offered both in class and online. Learning activities can include content presentation (lecture / multimedia / PowerPoint / etc.) content engagement (class and small group discussion / group projects / research papers / etc.) and assessment (quizzes / exams / written assignments / etc.). Each learner determines for her/himself which environment to attend for each activity.

The Herkimer Hyflex model utilizes two instructors who agree to team teach a double-enrollment section of students. These two instructors collaborate in the development of all course learning activities. One instructor assumes primary responsibility for synchronous face-to-face instruction, the other for asynchronous online instruction. Students are required to attend an initial face-to-face class meeting to receive some ANGEL training and review the class policies and procedures. Then, with the exception of a required mid-semester and end-of-semester face-to-face focus group class designed to allow students to express their thoughts about the course structure and content, each student is allowed to decide which learning environments (classroom, online, or both) to utilize for every graded learning activity.

Statistics

Views

Total Views
1,924
Views on SlideShare
1,909
Embed Views
15

Actions

Likes
0
Downloads
10
Comments
0

4 Embeds 15

http://ddyer.edublogs.org 6
http://www.slideshare.net 5
https://twitter.com 3
http://slnsolsummit2010.edublogs.org 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Bill Pelz and Jane Verri's: The Herkimer HyFlex Bill Pelz and Jane Verri's: The Herkimer HyFlex Presentation Transcript

    • The Herkimer HyFlex   Bill Pelz and Jane Verri  Keesha Lyon, Shana Mena, and Jacob Wi@er 
    • HyFlex…      A new instrucFonal design strategy based  upon two current trends in higher educaFon:  hybrid course design and heutagogy. 
    • Hybrid Course Design…      Some porFon of required class acFvity occurs  within the classroom environment, the  remainder occurs within the online  environment. 
    • Heutagogy…      Learners assume some responsibility for  determining their own learning condiFons  (what to learn, how to learn, where to learn,  when to learn, etc.) 
    • HyFlex design      All or most course learning acFviFes are  offered both in class and online:  –  Content: lectures / mulFmedia / PowerPoint etc.  –  Engagement: class and small group discussions /  group projects / research papers etc.  –  assessment : quizzes / exams / wri@en  assignments etc.      Each learner decides which environment to  a@end for each acFvity. 
    • Hyflex InstrucFonal Theory:  •  2006 ‐ Brian J Bea@y ‐ San Francisco State University  Paper: Designing the HyFlex World ‐ This paper described  the fundamental characterisFc of a HyFlex course to be a  flexible parFcipaFon policy for students.  •  First Course: Graduate course in InstrucFonal Technology  •  Four HyFlex Design Principles:  1.  Learner Choice – students choose parFcipaFon mode  2.  Equivalency – of learning acFviFes in all parFcipaFon modes  3.  Reusability – use arFfacts from learning acFviFes in each mode  4.  Accessibility – equip students with necessary technology skills 
    • The Herkimer HyFlex  •  Team Taught by 2 instructors  •  Two secFons scheduled into one classroom  •  15 discrete learning acFviFes:  –  11 textbook chapter discussions  –  4 website reviews and discussions  •  4 Knowledge Audits:  –  4 objecFve exams  –  4 retrospecFve essays & discussions 
    • Classroom / Online Equivalency  •  Class discussions of student generated  quesFons from the textbook and website  readings  •  Textbook resources are all online (Chapter  overviews, PowerPoint for each chapter, 1 or  more short movies per chapter)  •  Exams may be taken in the classroom, online,  or both 
    • Required Classroom AcFviFes  1/26/2010 – First Class  3/11/2010 – Focus Group #1  5/11/2010 – Focus Group #2 
    • Required Online AcFviFes  20 Wri@en Assignments:  –  12 Chapter Discussion QuesFons  –  4 Website Reviews  –  4 RetrospecFve Essays  4 Online RetrospecFve Discussion Forums  3 feedback surveys 
    • Learning Environment OpFonal  AcFviFes  11 textbook chapter discussions  4 website discussions  4 exams 
    • Herkimer HyFlex Heutagogy:  Students determine where to learn,  –  Classroom  –  Online  –  both  what to learn,  –  Student’s post and discuss textbook content  quesFons  –  Students select website’s to review and discuss  and how to learn.  –  Use of opFonal mulFmedia learning resources 
    • A tour of a Herkimer HyFlex Course  Introductory Psychology ‐ SS151‐HF1/HF2 
    • HyFlex  Classroom / Online A9endance  45  Classroom  Online  40  35  30  25  20  15  10  5  0  27‐Jan  29‐Jan  3‐Feb  5‐Feb  10‐Feb  12‐Feb  17‐Feb  19‐Feb  24‐Feb  26‐Feb 
    • Why S2010 HyFlex students   are probably not representaFve…  •  HyFlex course approval took some Fme  –  AdministraFon / Business Office / Union  •  “Fees A@ached” noFce in course lisFng  •  Class Fme: T‐R 3‐4:40 pm  –  Last secFons to fill  •  Hybrid course resistance from campus students  –  Students who want online classes are in them!  •  Not all students knew it was a hybrid course! 
    •  “Yes!” ‐ we do plan to offer a  HyFlex secFon again next fall!   Lessons learned so far…  1.  Hold the first class in a computer lab to assure  technology access from day 1!  2.  Develop video instrucFons for major assignments:  1.  Discussion quesFons and chapter discussion forums  2.  Website reviews and discussion forums  3.  RetrospecFve essays and discussion forums  3.  Require an early Office Hour consult for students  missing the mandatory Day 1 class session  4.  Schedule the class between 10 am and 2 pm! 
    • ObservaFons from parFcipants:  •  Jacob Wi9er:   –  Resident of Wellsville, New York   –  Major: Liberal Arts Science‐General Studies  •  Shana Mena:  –  Resident of Bronx, New York  –  Major: Liberal Arts  Science‐Science  •  Keesha Lyon:  –  Resident of Richfield Springs, New York  –  Major: Business‐Human Resource Management  
    • QuesFons???