Teaching a Hybrid Course with Desire2Learn Learning Environment

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Presentation to the 2012 Desire2Learn Fusion conference, July 2012

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  • Teaching a Hybrid Course with Desire2Learn Learning Environment

    1. 1. Teaching a Hybrid Course with Desire2Learn Learning Environment Philip A. Thompsen, Ph.D. Department of Communication Studies West Chester University of Pennsylvania
    2. 2. PreviewWhy hybrid?What we didHow we did itWhat we’ve learned
    3. 3. Why hybrid?
    4. 4. Why hybrid?✓ The best of both worlds: combining substantial online learning with traditional classroom instruction✓ Allows faculty to “test the waters” of online instruction without giving up in-person student interaction✓ Helps address enrollment increases within classroom space constraints
    5. 5. ✓ Last year, we began developing courseWhat we did content and adding it to a Desire2Learn √ course website ✓ This past spring, we offered two sections of our intercultural communication course in the hybrid format, with class once a week and weekly online units.
    6. 6. Three professors worked together over the past year on this project:Anita Foeman, Ph.D. was lecturer and instructional supervisor.Bessie Lawton, Ph.D. was lecturer and assessment coordinator.Philip A. Thompsen, Ph.D. was instructional designer and technology coordinator.
    7. 7. The weekly online units centered around a sequence of video lectures, quizzes,online discussions, readings, surveys and other learning activities deployed in the Desire2Learn Learning Environment.
    8. 8. How we did it
    9. 9. How we did it Keynote Presentation software
    10. 10. How we did it Camtasia Screencasting software
    11. 11. How we did it Podcast Producer 2 Media encoding and hosting
    12. 12. How we did it Flowplayer Open source Flash player
    13. 13. How we did it Desire 2 Learn Learning Management System
    14. 14. D2L Learning Environment
    15. 15. D2L Learning EnvironmentVideo lectures,online activities, Weeklyreadings Online online Course discussion quizzes feedback forums surveys Online paper submission
    16. 16. Each online unithad multiple partsthat were “linked”together with D2Lrestrictions, sothey had to becompleted insequential order.
    17. 17. What we’ve learned• Create content that’s flexible and reusable.• Provide alternative video players.• Design for small screens.• Short videos are best.• Be sensitive to audio when recording and editing videos.• Use D2L to enforce a disciplined approach and to monitor progress.• Take advantage of the hybrid format to “flip” the traditional classroom.
    18. 18. Questions? Comments? Philip A. Thompsen, Ph.D. email: pthompsen@wcupa.edu web: communication.wcupa.edu blog: drthompsen.com twitter: pthompsen

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