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Hybrid Courses & Curriculum

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Slide deck for workshop presentation for University of Kentucky Colleges of Public Health and Health Sciences, January 2014.

Slide deck for workshop presentation for University of Kentucky Colleges of Public Health and Health Sciences, January 2014.

Published in: Education, Technology

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  • 1. Hybrid Courses & Curriculum Dr. Christopher S. Rice Interim Director Center for the Enhancement of Learning & Teaching
  • 2. (cc) 2008 Flickr user elvenenoo2.0 Futureshocked Faculty
  • 3. Center for the Enhancement of Learning and Teaching
  • 4. Moving from Traditional Lecture to Hybrid Courses http://www.flickr.com/photos/53801255@N07/8736820287/
  • 5. http://www.flickr.com/photos/uniinnsbruck/3722413559/ (cc) 2011 Flickr user World Relief Spokane (cc) 2008 Flickr user Ed Yourdon
  • 6. Early Research Indicates: (cc) 2007 Flickr user Lumaxart Students Perform AS WELL or BETTER in Hybrid Courses
  • 7. Interactive Learning Online at Public Universities: Evidence from Randomized Trials, Bowen, et al. May 2012
  • 8. Interactive Learning Online at Public Universities: Evidence from Randomized Trials, Bowen, et al. May 2012
  • 9. Interactive Learning Online at Public Universities: Evidence from Randomized Trials, Bowen, et al. May 2012
  • 10. It’s still early days for hybrid learning... (cc) 2007 Flickr user Ryan Somma http://www.flickr.com/photos/ideonexus/4698463508/
  • 11. Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson) • Encourage contact between students and faculty • Develop reciprocity & cooperation among students • Encourage Active Learning • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning
  • 12. EAD Process Overview
  • 13. Experience Catalog
  • 14. Experiences Acquiring & Managing Course Documents Determining & Acquiring Software to Use Interacting with Instructors Outside of Class Collaborating with Students Outside of Class Managing Project Materials Experience Catalog: Events and Activities Activities Comments Determining Required Course Documents Acquiring Required Course Documents Organizing Course Documents “The course readings weren't usually sent out over email until the weekend. It would have been better to have them earlier.” Determining & Acquiring Tools to Use Participating in Desk Crits Participating in Pin-Up Reviews Doing Assigned Readings “He took a while sometimes to get back to us with the readings. It varied week to week.” Participating in Class Discussion Following Up on References Made During Class Sessions Conducting Group Research Projects, Make Presentations ARC 355 & ARC 599
  • 15. Instructor Content Student Student Modes of Student Interaction Community
  • 16. Design Questions to ask: • Why are we doing this? • What value are we getting from F2F activities? Online? Non-classroom/ community? • What’s the best way? What’s an innovative way? • What can we learn?
  • 17. What value are we getting from F2F/Online/Community?
  • 18. Activity 1 Activity 2 Activity 3 Face to Face Online “Out of Class” Courses
  • 19. Lectures Exams Face to Face Online “Out of Class” Courses MultiHome- DiscussQuizzes Media work ion Content
  • 20. Course 1 Course 2 Advising Clinicals Face to Face Online “Out of Class” Curriculum
  • 21. What types of learning experiences? • Traditional • Project-Based • Service Learning • Constructivist • Connectivist
  • 22. Active Learning: Analysis - Synthesis - Evaluation
  • 23. Active Learning: •Think-Pair-Share •Minute Papers •Collaborative Learning Group •Simulation/Role Playing •Student Debate/Fishbowl
  • 24. Project-Based Learning © 2009 Michael Speaks
  • 25. “Project-Based Learning is a comprehensive instructional approach to engage learners in sustained, cooperative investigation (Bransford & Stein, 1993). Project-Based Learning is a teaching and learning strategy that engages learners in complex activities. It usually requires multiple stages and an extended duration--more than a few class periods and up to a full semester. Projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information.” “Project-Based Learning - What is it?” Seungyeon Han and Kakali Bhattacharya Department of Educational Psychology and Instructional Technology, University of Georgia (http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design %2C_and_Project_Based_Learning)
  • 26. Elements of Project-Based Learning Melissa Palmer, et al. 7 components of project-based learning: http://youtu.be/Vm_NoayYkLo • Learner-centered environment – feedback and continued assessment • Collaboration – peer feedback, pbl. • Integration of Content – clear goals in process AND product • Authentic Tasks – addresses real-world issues relevant to students’ lives and/or communities • Multiple Presentation Modes – multiple technologies used in the planning, preparation or presentation of project work. • Time Management – need time for meaningful doing and learning. • Innovative Assessment – ongoing, varied and frequent assessment from peers, self, instructor as well as reflection.
  • 27. What are the benefits? According to Edutopia: •Connecting academic learning to reallife issues and applications •Better retention of knowledge gained •Skills in pursuing individually-directed work as well as team-based work •Improved technology integration
  • 28. Instructor > Designer/ Architect Student > Active knowledge
  • 29. Planning Considerations • Real world challenge or problem at the core • Curriculum Based • Small team organization of course • Multi-disciplinary/multi-skill approach to work • Must be a deliverable(s) at the end of the course • Peer evaluation and accountability as well as instructor evaluation. • Other considerations: ‣ Journaling ‣ Shared Workspace ‣ Scaffolding – build skills through smaller projects that lead
  • 30. Hybrid Course Structures
  • 31. Examples First Meeting Courses Online Activities Final Meeting
  • 32. Examples 2-3 Weeks F2F Meetings Courses Online Activities 2-3 Weeks F2F Meetings
  • 33. Examples 3-4 Weeks Online Meetings & Activities Courses F2F Meetings 3-4 Weeks Online Meetings & Activities
  • 34. Examples Online Content & Activities Community Activities First Meeting Project Activities F2F Student Collaboration Courses Final Meeting
  • 35. (cc) 2005 Flickr user Stitch
  • 36. Don’t get too attached to any one social media platform (cc) 2007 Flickr user thurdl01. Some Rights Reserved. R.I.P. MySpace 2003-2011
  • 37. Learning Management Systems
  • 38. Video
  • 39. Synchronous Video (cc) 2011 flickr user hazelowendmc
  • 40. (cc) 2011 Flickr user rwentechaney (cc) 2011 Flickr user adria.richards Google Hangouts
  • 41. Audience Response Systems aka “Clickers”
  • 42. (cc) 2009 Flickr user woohoo_megoo http://www.flickr.com/photos/themegster/3363714747/
  • 43. Instagram
  • 44. Google Plus
  • 45. (cc) 2010 Flickr user rosefirerising
  • 46. (cc) 2008 flickr user mair
  • 47. (cc) 2008 Flickr user Ed Yourdon
  • 48. Wikis
  • 49. Social Bookmarking
  • 50. Are you interested?
  • 51. Examples
  • 52. Questions?
  • 53. To Schedule Consultations: doodle.com/CELT
  • 54. Thank You! christopher.rice@uky.edu @ricetopher www.uky.edu/CELT