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Hybrid Composition Course Training
 

Hybrid Composition Course Training

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Introduction to Hybrid Courses

Introduction to Hybrid Courses
UTEP
January 2004

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    Hybrid Composition Course Training Hybrid Composition Course Training Presentation Transcript

    • Teaching a Hybrid Composition Course ISS Workshop 1 January 30, 2004
    • The Concept
      • The ISS Seminar for Technologically Enhanced Courses is designed to encourage faculty toward the adoption of technologies that further student learning.
      • The end goals are to:
        • Create pedagogically effective courses that benefit from on-line teaching and learning components
        • Foster a community of instructors to guide departmental integration of technology.
    • What is a Hybrid?
      • “ Hybrid courses are courses in which a significant portion of the learning activities have been moved on-line, and time traditionally spent in the classroom is reduced but not eliminated.
      • “ The goal of hybrid courses is to join the best features of in-class teaching with the best features of on-line learning to promote active independent learning and reduce class seat time” (C. Garnham and R. Kaleta)
    • Targeted Outcomes
      • Increased faculty and student skill and confidence with use of technology
      • Enhanced “learning communities” through the use of on-line conferencing and sharing tools
      • Improved quality of instructor feedback
      • Advanced student gains in writing and thinking skills
      • Increased flexibility and efficiency in instructors’ use of time
    • The Process
      • Phase One: Orientation to on-line teaching and learning
      • Phase Two: Development of effective strategies for teaching on-line
      • Phase Three: Production of materials for teaching on-line
      • Phase Four: Testing and troubleshooting
      • Phase Five: Implementation of hybrid courses—Spring 2005
    • Workshop Topics
      • Differences from teaching F2F
      • Copyright issues
      • Developing good habits
      • Creating effective syllabi
      • Grading papers
      • Conferencing
      • Student collaboration
      • Implementation
    • Network of Support
      • Beth and Esther—Composition Program Coordinators
      • Tine Reimers—Director, Center for Effective Teaching and Learning
      • Harry Schulte—Director, Digital Media Center
      • Bill Roberson—Executive Director, Instructional Support Services
    • Faculty Commitments
      • Agree to deliver at least one section of English 1312 as a hybrid course in Spring 2005
      • Attend all scheduled workshops and meet preparation or production deadlines
      • Carry out assessment activities
      • Share your learning about teaching on-line with fellow UTEP faculty, in writing or orally
    • Benefits to Faculty Participants
      • Opportunity for professional development
      • Opportunity to engage in research and scholarship of teaching
      • Opportunity to take leadership role in English department
      • Compensation of electronic hardware and software to support teaching
      • $1000 travel stipend to pursue professional development related to technology and the teaching of writing