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Hybrid Teaching

Hybrid Teaching



Introducting hybrid or blended learning.

Introducting hybrid or blended learning.



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    Hybrid Teaching Hybrid Teaching Presentation Transcript

    • Creating Successful Blended Courses Marj Kibby School of Social Sciences ─ Faculty of Education and Arts
    • 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’.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • Resources
      • University of Central Florida
      • Mixed-Mode/Reduced Seat Time Courses http://online.ucf.edu/courses_programs/1230.html
      • Presentations and Publications http://distrib.ucf.edu/dlucf/present.htm
      • University of Wisconsin-Milwaukee
      • Hybrid Course Project http://www.uwm.edu/Dept/LTC/hybrid/
      • Norquest College, Canada
      • Hybrid Learning Model http://www.norquest.ca/distance/hybridlearning.htm
      • University of Illinois at Chicago
      • Workshop on Blended Learning http://www.uic.edu/depts/oee/blended/findings.htm
    • Resources
      • The Instructional Use of Learning Objects http://www.reusability.org/read/
      • Learning Object Tutorial http://www.eduworks.com/LOTT/tutorial/index.html
      • Understanding Rubrics http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm
      • Online Rubric Builder http://www.landmark-project.com/classweb/tools/rubric_builder.php3
      • Just in Time Teaching
      • http://www.usc.edu/isd/locations/cst/tls/private/curricular_grants/jittJust_in_time_teaching.pdf
      • Establishing Discussion Groups
      • http://www.utas.edu.au/teachingonline/develop/webct_tools/communications/establish_discussion.html
      • Journalling Resources http://www.dist.maricopa.edu/learn/links/journaling.html
      • Web Quests http://webquest.org/
    • 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
    • Questions?