Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
New Society. New Generation. New Skills.
Haaaley on Flickr Taminator on Flickr
A Student’s Life Outside the “Classroom”
• Socialize face-to-face and online
• 95% of 18-24 year olds use a social network (70% daily)
• Increasingly more create & share online content
• 45% share videos online (YouTube)
• 42% contribute content to wikis
• 37% contribute to blogs
• 35% use podcasts
• Have immediate access to information
• 86% own a cell phone
• 51% own a hand held internet device
Source: Smith, Salaway, Borreson Caruso. ECAR Study of Undergraduate Students and IT, 2009.
Participatory Learning is Commonplace
“Since the current generation of
college students has no memory of
the historical moment before the
advent of the Internet, we are
suggesting that participatory
learning as a practice is no longer
exotic or new but a commonplace
way of socializing and learning. For
many, it seems entirely
The Future of Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with the assistance of Zoë Marie Jones. From
the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. MIT Press: Cambridge, Massachussets, 2009.
What will your hybrid learning
paradigm look like?
teaching without walls
offers global learning opportunities
How does a major news “story” change
when shared by a blogger reﬂecting from
her home in Haiti vs through a major
What “news” do we learn about through
global blogging that we don’t learn about
through mass media sources?
Whose voices are excluded?
Whose are included?
voice discussions about relevant media
(TV, movies, websites, songs)
voice discussions about movies
viewed in class
Prepare to relinquish some of your power
Envision yourself as the facilitator of a community of learners
• a community is a group of people with a common interest
• your role is to facilitate the successful achievement of your students’ learning
objectives (as deﬁned by you)
Be ﬂexible but ﬁrm
• establish policies (late work, missed class sessions, exam make-ups, etc.) and
include them in your syllabus
• be human and understand when emergencies occur, bend when things aren’t
working but enforce your policies in an effort to be fair to those who uphold them
Use your students as resources
Reward yourself for taking risks, even if they fail...
• risk taking is paramount to innovation
Tips for a Successful Start
Consider a pre-class email to all students with syllabus attached
• Articulate your class philosophy (prepare them for something different)
• Identify all technologies that will be used
• Identify dates/schedule of in-class/online meetings
Week One: Laying the Foundation for Success
In your ﬁrst unit, include:
F2F: Syllabus overview, explain relationship btw technology & learning
OL: An online ice breaker to begin building community. You participate too!
And be sure each student is engaged/replied to at least one time.
Poll students: “Who does not have internet at home?”
• Communicate on-campus computer lab hours to students without
internet access at home. This is “transportation to class.”
Identify What isn’t Working and Try
• My instructional problem:
When teaching an art history survey class, understanding signiﬁcant
contributions made by women artists is an important outcome, yet only one
important outcome. Students can spend countless hours memorizing
information about artists’ lives that is not relevant, losing critical time for
fostering other key skills (like visual analysis).
• I want my students to understand the contributions made by women
• I don’t want to tell them what they should know.
• I want my students to critically identify which achievements are signiﬁcant
and then explain why.
My Experiment: The Wiki Challenge
• Bridge between the classroom and virtual learning space
• Rotate students to summarize class discussions on wiki
• My role: evaluate and guide the wiki content
• We used the student-generated wiki content as (some of) the
content students were assessed on
• Places a critical priority on in-class discussion
• Students used books and mobile devices to access content in
• Students become content creators, take ownership of quality
• Learning becomes active, relevant and focused
Wiki Challenge - Outcomes
1. Fosters 21st century skills
• collaboration (working in groups in class to identify achievements)
• problem solving
• critical thinking
• ﬁnd, select, evaluate information
2. Promotes student-centered learning, formation of knowledge (vs.
memorization of information delivered by instructor)
3. Worth the experiment!