Hybrid Composition Course Training

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Introduction to Hybrid Courses
UTEP
January 2004

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Hybrid Composition Course Training

  1. 1. Teaching a Hybrid Composition Course ISS Workshop 1 January 30, 2004
  2. 2. The Concept <ul><li>The ISS Seminar for Technologically Enhanced Courses is designed to encourage faculty toward the adoption of technologies that further student learning. </li></ul><ul><li>The end goals are to: </li></ul><ul><ul><li>Create pedagogically effective courses that benefit from on-line teaching and learning components </li></ul></ul><ul><ul><li>Foster a community of instructors to guide departmental integration of technology. </li></ul></ul>
  3. 3. What is a Hybrid? <ul><li>“ Hybrid courses are courses in which a significant portion of the learning activities have been moved on-line, and time traditionally spent in the classroom is reduced but not eliminated. </li></ul><ul><li>“ The goal of hybrid courses is to join the best features of in-class teaching with the best features of on-line learning to promote active independent learning and reduce class seat time” (C. Garnham and R. Kaleta) </li></ul>
  4. 4. Targeted Outcomes <ul><li>Increased faculty and student skill and confidence with use of technology </li></ul><ul><li>Enhanced “learning communities” through the use of on-line conferencing and sharing tools </li></ul><ul><li>Improved quality of instructor feedback </li></ul><ul><li>Advanced student gains in writing and thinking skills </li></ul><ul><li>Increased flexibility and efficiency in instructors’ use of time </li></ul>
  5. 5. The Process <ul><li>Phase One: Orientation to on-line teaching and learning </li></ul><ul><li>Phase Two: Development of effective strategies for teaching on-line </li></ul><ul><li>Phase Three: Production of materials for teaching on-line </li></ul><ul><li>Phase Four: Testing and troubleshooting </li></ul><ul><li>Phase Five: Implementation of hybrid courses—Spring 2005 </li></ul>
  6. 6. Workshop Topics <ul><li>Differences from teaching F2F </li></ul><ul><li>Copyright issues </li></ul><ul><li>Developing good habits </li></ul><ul><li>Creating effective syllabi </li></ul><ul><li>Grading papers </li></ul><ul><li>Conferencing </li></ul><ul><li>Student collaboration </li></ul><ul><li>Implementation </li></ul>
  7. 7. Network of Support <ul><li>Beth and Esther—Composition Program Coordinators </li></ul><ul><li>Tine Reimers—Director, Center for Effective Teaching and Learning </li></ul><ul><li>Harry Schulte—Director, Digital Media Center </li></ul><ul><li>Bill Roberson—Executive Director, Instructional Support Services </li></ul>
  8. 8. Faculty Commitments <ul><li>Agree to deliver at least one section of English 1312 as a hybrid course in Spring 2005 </li></ul><ul><li>Attend all scheduled workshops and meet preparation or production deadlines </li></ul><ul><li>Carry out assessment activities </li></ul><ul><li>Share your learning about teaching on-line with fellow UTEP faculty, in writing or orally </li></ul>
  9. 9. Benefits to Faculty Participants <ul><li>Opportunity for professional development </li></ul><ul><li>Opportunity to engage in research and scholarship of teaching </li></ul><ul><li>Opportunity to take leadership role in English department </li></ul><ul><li>Compensation of electronic hardware and software to support teaching </li></ul><ul><li>$1000 travel stipend to pursue professional development related to technology and the teaching of writing </li></ul>

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