Hybrid Teaching

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Introducting hybrid or blended learning.

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Hybrid Teaching

  1. 1. Creating Successful Blended Courses Marj Kibby School of Social Sciences ─ Faculty of Education and Arts
  2. 2. Hybrid / Blended / Mixed Mode Teaching <ul><li>What is blended teaching? </li></ul><ul><li>Courses that combine face-to-face classroom instruction with online learning. </li></ul><ul><li>Courses that combine face-to-face classroom time with independent online activities. </li></ul><ul><li>Courses that move a significant amount of learning activity online and as a result reduce the amount of classroom ‘seat time’. </li></ul>
  3. 3. Blended Courses <ul><li>Blended courses provide an opportunity to combine the best elements of face-to-face instruction with the best elements of on-line learning. </li></ul><ul><li>Blended courses are not : </li></ul><ul><li>Distance education or off campus courses. </li></ul><ul><li>Taught entirely online. </li></ul><ul><li>Traditional courses with an accompanying web-site. </li></ul><ul><li>Course material published on the web. </li></ul><ul><li>All the same – many different formats are possible. </li></ul>
  4. 4. Basic Blended Teaching Concepts <ul><li>Students spend more time working individually and collaboratively on assignments, projects, research and activities. </li></ul><ul><li>Staff spend less time providing information and more time reviewing and evaluating student work and guiding and interacting with students. </li></ul>
  5. 5. Examples of Blended Teaching <ul><li>Anthropology of Religion Meet once a week for three weeks of lectures, then have three weeks of online case-based activities, and so on. </li></ul><ul><li>Communication and Culture Reduce lecture from two hours to one hour and replace with online research tasks which are discussed in the tutorial. </li></ul><ul><li>Australian Society Share online learning objects with Australian Politics, use tutorial time to apply information in a way that meets specific course goals. </li></ul><ul><li>Writing Have students post written exercises for online feedback and discussion. Meet face-to-face to set parameters for the next exercise. </li></ul><ul><li>Statistics Online interactive exercises and quizzes. Lectures tailored to address learning areas uncovered by the quizzes. </li></ul><ul><li>Biology Real research experience using online tools and data in preparation for lab sessions. </li></ul>
  6. 6. Teaching Benefits <ul><li>Staff can teach in new ways. </li></ul><ul><li>Face to face teaching can be organized around staff strengths. </li></ul><ul><li>Value of f2f time is maximized. </li></ul><ul><li>Burden of delivering all information to students is lifted. </li></ul><ul><li>Opportunity to relate to students as individuals is maximized. </li></ul><ul><li>Greater opportunity to link teaching to research interests. </li></ul><ul><li>Increased opportunity to teach transferable skills. </li></ul><ul><ul><li>Core Skills </li></ul></ul><ul><li>Teaching more closely connected with principles of Andragogy. </li></ul><ul><ul><li>Principles </li></ul></ul><ul><li>Greater flexibility in organizing timetable. </li></ul><ul><li>Staff can document, examine and respond to student work more effectively. </li></ul>
  7. 7. Learning Benefits <ul><li>More learning, better understanding and retention. </li></ul><ul><li>Ability to follow individual interests. </li></ul><ul><li>Student centered approach more likely. </li></ul><ul><li>Greater opportunity to interact with staff. </li></ul><ul><li>Less passive learning and more active learning. </li></ul><ul><li>Students more accountable for their own learning. </li></ul><ul><li>Learning is more applied, hands on. </li></ul><ul><li>Greater opportunity to learn in different ways. </li></ul><ul><li>Can accomplish personal learning goals and objectives. </li></ul><ul><li>Can develop research skills early in undergraduate program. </li></ul>
  8. 8. Admin Benefits <ul><li>Course enrolments not limited by physical constraints. </li></ul><ul><li>Solutions for over-enrolled courses. </li></ul><ul><li>Ability to cater for different cohorts within one course. </li></ul><ul><li>Possibility of combining courses for some learning activities. </li></ul><ul><li>Time-shifting can accommodate off-campus commitments. </li></ul><ul><li>Economies of scale possible. </li></ul><ul><li>Flexibility in managing workloads. </li></ul>
  9. 9. Primary Drivers <ul><li> Improved learning, including increased enjoyment of teaching and learning. </li></ul><ul><li> Increased integration of research and undergraduate teaching. </li></ul><ul><li>More effective use of available resources. </li></ul><ul><li>Greater convenience for students. </li></ul><ul><li>Increased flexibility for staff. </li></ul>
  10. 10. Considerations <ul><li>Allow for lead time. </li></ul><ul><ul><li>Incentives for staff </li></ul></ul><ul><ul><li>Advance planning </li></ul></ul><ul><ul><li>Provision of support </li></ul></ul><ul><li>Focus on pedagogy not technology </li></ul><ul><li>Integrate components. </li></ul><ul><ul><li>Avoid having two parallel courses ─ online and f2f. </li></ul></ul><ul><ul><li>Avoid having a course-and-a-half. </li></ul></ul><ul><ul><li>Link learning activities to teaching goals. </li></ul></ul><ul><ul><li>Online learning is more than managing access to data. </li></ul></ul>
  11. 11. Considerations <ul><li>Modularization is needed to achieve economies of scale. </li></ul><ul><ul><li>Deconstruct courses into re-usable learning objects. </li></ul></ul><ul><ul><li>Develop templates for discussion forums, tasks etc. </li></ul></ul><ul><ul><li>Use rubrics for assessment. </li></ul></ul><ul><ul><li>Develop universal policies on hybrid learning. </li></ul></ul><ul><ul><li>Publish manuals for staff. </li></ul></ul><ul><ul><li>Use student feedback to prepare student survival guide. </li></ul></ul><ul><ul><li>Evaluate using frequent classroom assessment techniques. </li></ul></ul><ul><ul><li>Use hybrid techniques initially with ongoing, large-enrolment courses. </li></ul></ul>
  12. 12. Tips for Hybrid Course Developers <ul><li> Start early. </li></ul><ul><li> Keep it simple, course re-design is incremental. </li></ul><ul><li> Keep course goals in mind. </li></ul><ul><li> Avoid trying to do too much. </li></ul><ul><li> Integrate the various course components. </li></ul><ul><li> Make use of existing resources. </li></ul><ul><li> Develop templates and rubrics. </li></ul><ul><li> Manage student expectations. </li></ul><ul><li> Anticipate problems. </li></ul><ul><li> Use ‘reality check’ evaluations. </li></ul>
  13. 13. Resources <ul><li>University of Central Florida </li></ul><ul><li>Mixed-Mode/Reduced Seat Time Courses http://online.ucf.edu/courses_programs/1230.html </li></ul><ul><li>Presentations and Publications http://distrib.ucf.edu/dlucf/present.htm </li></ul><ul><li>University of Wisconsin-Milwaukee </li></ul><ul><li>Hybrid Course Project http://www.uwm.edu/Dept/LTC/hybrid/ </li></ul><ul><li>Norquest College, Canada </li></ul><ul><li>Hybrid Learning Model http://www.norquest.ca/distance/hybridlearning.htm </li></ul><ul><li>University of Illinois at Chicago </li></ul><ul><li>Workshop on Blended Learning http://www.uic.edu/depts/oee/blended/findings.htm </li></ul>
  14. 14. Resources <ul><li>The Instructional Use of Learning Objects http://www.reusability.org/read/ </li></ul><ul><li>Learning Object Tutorial http://www.eduworks.com/LOTT/tutorial/index.html </li></ul><ul><li>Understanding Rubrics http://learnweb.harvard.edu/alps/thinking/docs/rubricar.htm </li></ul><ul><li>Online Rubric Builder http://www.landmark-project.com/classweb/tools/rubric_builder.php3 </li></ul><ul><li>Just in Time Teaching </li></ul><ul><li>http://www.usc.edu/isd/locations/cst/tls/private/curricular_grants/jittJust_in_time_teaching.pdf </li></ul><ul><li>Establishing Discussion Groups </li></ul><ul><li>http://www.utas.edu.au/teachingonline/develop/webct_tools/communications/establish_discussion.html </li></ul><ul><li>Journalling Resources http://www.dist.maricopa.edu/learn/links/journaling.html </li></ul><ul><li>Web Quests http://webquest.org/ </li></ul>
  15. 15. Acknowledgements <ul><li>Robert Kaleta, Alan Aycock & Johnette Caulfield </li></ul><ul><li>Learning Technology Center </li></ul><ul><li>University of Wisconsin-Milwaukee </li></ul><ul><li>This study of Hybrid Teaching was made possible by the </li></ul><ul><li>University of Newcastle Teaching Excellence Award 2004 </li></ul>
  16. 16. Questions?

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