Designing Hybrid Courses
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Designing Hybrid Courses

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Presentation at Institute for New Faculty Developers, Macalester College, June 23, 2009

Presentation at Institute for New Faculty Developers, Macalester College, June 23, 2009

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  • Technology always additive, rarely replacement. Larry Cuban


  • 1. University of Heurdreems
    Designing Hybrid Courses
    Lynda Milne
  • 2. Why hybrid?
    Flexibility for students
    Whole world at students’ access—in classroom limited by walls and one display computer
    More choices for how to learn (multiple formats—text, video, audio, etc…)
    More opportunities for self-directed learning
    Fits millennials better—they like technology and are used to it
    Hybrid v. online requires students to work in “our space”—traditional contexts as well as in more familiar tech environments
    Caution, though: We assume that Ss who know some tech (games, e.g.) know the tech for information literacy, e.g.—and they don’t
  • 3. Why hybrid?
    It’s the only way of teaching that can incorporate all the modes of communication that we currently use for learning
    In classroom:
    Demonstration and practice
    Written texts
    Discussion groups
    Oral discussion (Skype, e.g.)
    Video presentations
    Audio/video/textual creative products
    Video meetings
    Social networking
    Micro-blogging (newsy tweets)
  • 4. Any more reasons?
    It takes advantage of the spectrum of opportunities for learning available to students—in class and out.
    Student : student
    Student : faculty
    Student : course materials
    Student : alternate sources
    Student : tools for creative products
    Astin, A. (1997). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
    Harper, S.R. & Quaye, S. J. (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York: Routledge
    Kuh, G. D. (2007). What student engagement data tell us about college readiness. Peer Review, 9 (1), 4-8. 
  • 5. Yup. Anything else?
    It provides students with unique opportunities to spend out-of-class time on the tasks of learning and practice.
    It provides faculty with unique opportunities to assign mastery and reward it with special in-class learning opportunities (lectures for advanced thinkers vs. covering the basic material, e.g.)
  • 6. So how’s it measure up to the Seven Principles?
    Good practice in undergraduate education:
    encourages contact between students and faculty
    develops reciprocity and cooperation among students,
    encourages active learning,
    gives prompt feedback,
    emphasizes time on task,
    communicates high expectations, and
    respects diverse talents and ways of learning.
    Chickering, A.W.. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education, AAHE Bulletin, March, 1987.
    Chickering, A.W. & Ehrmann. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6
  • 7. Ok, we’re ready to design
    ADDIE Model
    Analyze and assess
    Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, May/June 2003.
    Backward Design Model
    Identify desired results
    Determine acceptable evidence
    Plan learning experiences and instruction
    Wiggins, G., & McTighe, J. (2005, 2nd Edition). Understanding by design. Alexandria, VA. Association for Supervision and Curriculum Development
  • 8. Five Effective Models from the National Center for Academic Transformation
    The Supplemental Model
    Retains the basic structure of the traditional course and
    a) supplements lectures and textbooks with technology-based, out-of-class activities, or
    b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.
    The Replacement Model
    Reduces the number of in-class meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.
  • 9. Five Effective Models from the National Center for Academic Transformation
    The Emporium Model
    Eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance, using
    a) an open attendance model or
    b) a required attendance model depending on student motivation and experience levels.
    The Buffet Model
    Customizes the learning environment for each student based on background, learning preference, and academic/professional goals and offers students an assortment of individualized paths to reach the same learning outcomes.
  • 10. Five Effective Models from the National Center for Academic Transformation
    The Linked Workshop Model
    Retains the basic structure of the college-level course, particularly the number of class meetings.
    Replaces the remedial/developmental course with just-in-time workshops.
    Workshops are designed to remove deficiencies in core course competencies.
    Workshops consist of computer-based instruction, small-group activities and test reviews to provide additional instruction on key concepts.
    Students are individually assigned software modules based on results of diagnostic assessments.
    Workshops are facilitated by students who have previously excelled in the core course and are trained and supervised by core course faculty.
    Workshop activities are just-in-time—i.e., designed so that students use the concepts during the next core course class session, which in turn helps them see the value of the workshops and motivates them to do the workshop activities.
  • 11. One more model: Mazur
    Eric Mazur describes how he uses his course management system for:
    Ensuring reading assignments are done;
    Engaging students in asking questions before class;
    Using student questions as assessments;
    Letting student questions drive lectures.
    He also points out that this method has helped him personalize his teaching, and get to know his students, and what they know, much better.
    From Questions to Concepts: Interactive Teaching (2004), E. Mazur
  • 12. How well-designed?
    Goals clearly stated?
    Learning outcomes at the forefront?
    Measures and evidence appropriate?
    Valid relationship to goals?
    Meaningful indicators?
    Methods appropriate and sound?
    7 Principles?
    Reasonable uses of FTF and online time?
    Motivation developed, rewarded?
  • 13. Some final considerations
    Institutional preparedness
    Necessary IT tools and support?
    Capacity and infrastructure
    Library ability to support course
    Registrar and room scheduling issues
    Administrative commitment
    Faculty readiness
    All the training needed for the design AND for teaching in new ways?
    Guidelines and plans for new ways of interacting with students (avoid overload…)
    Student readiness
    Expectations clearly stated
    Quality as well as quantity of interactions clearly described
    Technology knowledge and capacity
  • 14. Specific help abounds
    Hybrid Courses: University of Milwaukee
    NCAT - Project Descriptions Sorted by Model
    Hybrid Course Resources - Maricopa Center for Learning & Instruction
    A Baker's Dozen Ideas to Foster Engagement
    What Student Engagement Data Tell Us about College Readiness
    Vanderbilt Center for Teaching: Understanding By Design
    Creating a hybrid college course: Instructional design notes and recommendations for beginners (article)
    All above links at
  • 15. Questions? Ideas?