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Hybrid Teaching


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Introducting hybrid or blended learning.

Introducting hybrid or blended learning.

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  • 1. Creating Successful Blended Courses Marj Kibby School of Social Sciences ─ Faculty of Education and Arts
  • 2. Hybrid / Blended / Mixed Mode Teaching
    • What is blended teaching?
    • Courses that combine face-to-face classroom instruction with online learning.
    • Courses that combine face-to-face classroom time with independent online activities.
    • Courses that move a significant amount of learning activity online and as a result reduce the amount of classroom ‘seat time’.
  • 3. Blended Courses
    • Blended courses provide an opportunity to combine the best elements of face-to-face instruction with the best elements of on-line learning.
    • Blended courses are not :
    • Distance education or off campus courses.
    • Taught entirely online.
    • Traditional courses with an accompanying web-site.
    • Course material published on the web.
    • All the same – many different formats are possible.
  • 4. Basic Blended Teaching Concepts
    • Students spend more time working individually and collaboratively on assignments, projects, research and activities.
    • Staff spend less time providing information and more time reviewing and evaluating student work and guiding and interacting with students.
  • 5. Examples of Blended Teaching
    • Anthropology of Religion Meet once a week for three weeks of lectures, then have three weeks of online case-based activities, and so on.
    • Communication and Culture Reduce lecture from two hours to one hour and replace with online research tasks which are discussed in the tutorial.
    • Australian Society Share online learning objects with Australian Politics, use tutorial time to apply information in a way that meets specific course goals.
    • Writing Have students post written exercises for online feedback and discussion. Meet face-to-face to set parameters for the next exercise.
    • Statistics Online interactive exercises and quizzes. Lectures tailored to address learning areas uncovered by the quizzes.
    • Biology Real research experience using online tools and data in preparation for lab sessions.
  • 6. Teaching Benefits
    • Staff can teach in new ways.
    • Face to face teaching can be organized around staff strengths.
    • Value of f2f time is maximized.
    • Burden of delivering all information to students is lifted.
    • Opportunity to relate to students as individuals is maximized.
    • Greater opportunity to link teaching to research interests.
    • Increased opportunity to teach transferable skills.
      • Core Skills
    • Teaching more closely connected with principles of Andragogy.
      • Principles
    • Greater flexibility in organizing timetable.
    • Staff can document, examine and respond to student work more effectively.
  • 7. Learning Benefits
    • More learning, better understanding and retention.
    • Ability to follow individual interests.
    • Student centered approach more likely.
    • Greater opportunity to interact with staff.
    • Less passive learning and more active learning.
    • Students more accountable for their own learning.
    • Learning is more applied, hands on.
    • Greater opportunity to learn in different ways.
    • Can accomplish personal learning goals and objectives.
    • Can develop research skills early in undergraduate program.
  • 8. Admin Benefits
    • Course enrolments not limited by physical constraints.
    • Solutions for over-enrolled courses.
    • Ability to cater for different cohorts within one course.
    • Possibility of combining courses for some learning activities.
    • Time-shifting can accommodate off-campus commitments.
    • Economies of scale possible.
    • Flexibility in managing workloads.
  • 9. Primary Drivers
    •  Improved learning, including increased enjoyment of teaching and learning.
    •  Increased integration of research and undergraduate teaching.
    • More effective use of available resources.
    • Greater convenience for students.
    • Increased flexibility for staff.
  • 10. Considerations
    • Allow for lead time.
      • Incentives for staff
      • Advance planning
      • Provision of support
    • Focus on pedagogy not technology
    • Integrate components.
      • Avoid having two parallel courses ─ online and f2f.
      • Avoid having a course-and-a-half.
      • Link learning activities to teaching goals.
      • Online learning is more than managing access to data.
  • 11. Considerations
    • Modularization is needed to achieve economies of scale.
      • Deconstruct courses into re-usable learning objects.
      • Develop templates for discussion forums, tasks etc.
      • Use rubrics for assessment.
      • Develop universal policies on hybrid learning.
      • Publish manuals for staff.
      • Use student feedback to prepare student survival guide.
      • Evaluate using frequent classroom assessment techniques.
      • Use hybrid techniques initially with ongoing, large-enrolment courses.
  • 12. Tips for Hybrid Course Developers
    •  Start early.
    •  Keep it simple, course re-design is incremental.
    •  Keep course goals in mind.
    •  Avoid trying to do too much.
    •  Integrate the various course components.
    •  Make use of existing resources.
    •  Develop templates and rubrics.
    •  Manage student expectations.
    •  Anticipate problems.
    •  Use ‘reality check’ evaluations.
  • 13. Resources
    • University of Central Florida
    • Mixed-Mode/Reduced Seat Time Courses
    • Presentations and Publications
    • University of Wisconsin-Milwaukee
    • Hybrid Course Project
    • Norquest College, Canada
    • Hybrid Learning Model
    • University of Illinois at Chicago
    • Workshop on Blended Learning
  • 14. Resources
    • The Instructional Use of Learning Objects
    • Learning Object Tutorial
    • Understanding Rubrics
    • Online Rubric Builder
    • Just in Time Teaching
    • Establishing Discussion Groups
    • Journalling Resources
    • Web Quests
  • 15. Acknowledgements
    • Robert Kaleta, Alan Aycock & Johnette Caulfield
    • Learning Technology Center
    • University of Wisconsin-Milwaukee
    • This study of Hybrid Teaching was made possible by the
    • University of Newcastle Teaching Excellence Award 2004
  • 16. Questions?