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Online+: A standards-based approach to hybrid learning


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Online+: A standards-based approach to hybrid learning

  1. 1. Using a standards-based framework in hybrid course design, we can select the optimal online learning environment as it pertains to synchronous and asynchronous modalities Heather Zink, Hybrid Classroom Manager Matt Otremba, Director of Training & Development Jennifer Ayotte, Dean, School of Design A standards-based approach to hybrid learning
  2. 2. • Demonstrate the use of the Hybrid Framework to guide decisions around course design & development • Utilize learning outcomes as a basis for course development strategies in hybrid models • Review course activities best suited for face2face & online instruction • Share instructional resources that will empower faculty to make quality decisions around course delivery techniques
  3. 3. Creating Structure: The Three S’s • Become solution-focused rather than problem- focused • Assess the situation – 360 degree (re)view • Identify standards to guide you
  4. 4. Hybrid Framework Continuum 4
  5. 5. GOAL: To create a purposeful alignment of the learning experience, examining the desired student outcomes will drive the decision-making process surrounding the optimal learning environment.
  6. 6. Desired Outcomes Course Type Examples Establishing peer-to-peer connections to create a community of learners Introductory courses Simulating real-world human interaction Objectives map to external assessment Labs Qualitative courses, broad topics Creating a space for real-time problem solving activities Quantitative courses Leadership courses Health Sciences courses that lead to high pressure decision-making Providing hands-on experiences to interact with course content Labs New software/equipment introduced Keeping current with field-related trends Constantly evolving course content Desired Outcomes of Live Instruction 6
  7. 7. Why is it suited for hybrid delivery?
  8. 8. Example: Design Foundations • A historical perspective: out with the old, in with the new – Poor record of student/course metrics – Must establish and emphasize applied learning – Foundation for all future coursework – Students’ desire for connectivity
  9. 9. GOAL: Creates consistency in the curriculum -- with clear objectives, instructional techniques can be employed to accomplish the desired outcomes.
  10. 10. Modality Distinction
  11. 11. Modality Integration
  12. 12. What are the real-time activities? What can be accomplished online?
  13. 13. “Flipping” the Online Course Weekly Live Lab – Prep and Assignments “Module 04 Lab – Network Server Installation” 1. Download the Lab Guide for this Module's Live Lab Activity 2. Watch the Video Demonstrating what you will be asked to do during this Module's Live Lab Activity 3. Go to the Live Lab - Discussion Forum and Make your 1st Post (due Wednesday by Midnight) 4. Attend the Live Lab Session as Announced by your Instructor (recorded and archived) 5. Go to the Live Lab - Drop Box and Make your Submission 6. Return to the Live Lab - Discussion Forum and Make your 2nd Post (due Saturday by Midnight)
  14. 14. GOAL: To empower faculty with information to make good decisions around course delivery techniques.
  15. 15. Hybrid Instruction Guide: Blended Learning Toolkit: What resources are needed to help teach the course?
  16. 16. Example: Portfolio Development • One small course, one giant leap – Culmination of all prior coursework – The second most important education “artifact” for design graduates – Necessary for contact points throughout for: • Works in-progress • Instructor and peer feedback • Portfolio presentations – Consistency an absolute MUST
  17. 17. Contact Information Heather Zink Hybrid Classroom Manager 952-230-5068 download slides: Matt Otremba Director of Training & Development 763-793-4773 Jennifer Ayotte Dean, School of Design 239-477-2153