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Troubleshooting the Blend in Hybrid Courses

Troubleshooting the Blend in Hybrid Courses. Angela Franklin | Laura Franklin | Cathy Simpson Northern Virginia Community College. CIT League for Innovation Conference Charlotte, NC October 22, 2006. Session Objectives. Share design tips & organization approaches

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Troubleshooting the Blend in Hybrid Courses

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  1. Troubleshooting the Blend in Hybrid Courses Angela Franklin | Laura Franklin | Cathy Simpson Northern Virginia Community College CIT League for Innovation Conference Charlotte, NC October 22, 2006

  2. Session Objectives • Share design tips & organization approaches • Identify trouble spots & offer some solutions • Share practices to meet • needs of diverse learners • Demonstrate strategies • for engaging students

  3. Establishing a Community Who We Are Who Are You?

  4. About NVCC • Largest community college of 23 in Virginia Community College System – 6 campuses • Located in the Washington, D.C. suburbs • 63,500 credit students annually (unduplicated) • 20,000 non-credit students annually (unduplicated) • 10,000 students in distance learning courses • 250 distance learning courses offered • 110 hybrid courses offered currently

  5. NVCC Student Body/Faculty Student Body • 52% between 18 and 24 years of age • 54% female and 46% male • 52% Caucasian, 16% African American, 13% Asian, 11% Hispanic, 8% other • International students from 123 countries Faculty • 500 Full Time; 1,160 Part Time

  6. What is a Hybrid Course at NVCC? Courses where a significant portion of the learning activities are moved online and time spent in the classroom is reduced but not eliminated. They blend in-class teaching and online learning. • Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning

  7. Anticipating problems Maintaining an ongoing feedback cycle • Measuring • specific • difficulties • Adapting/creating • interventions Troubleshooting is… Identifying trouble spots and developing solutions

  8. Instructional Bottlenecks

  9. Issue Understanding What a Hybrid Course Is

  10. UnderstandingWhat a Hybrid Course Is • Invite panel of seasoned faculty teaching hybrid courses to share • Provide researched definition • Invite research through choice of assigned articles followed by discussion forums

  11. Issue Identifying Tools for Success

  12. Having Useful Supporting Tools • Provide draft hybrid course template • Set up folders • Provide content • Create several types of discussion forums with directions • Provide resource links

  13. Having Useful Supporting Tools • Provide models • Provide Blackboard support web sites http://tac.nvcc.edu/blackboard • Provide faculty support web site http://tac.nvcc.edu

  14. Issue Making the Connection Between the Online and the Classroom

  15. Developing Successful Blended Activities • Visualize the blended activity process • Model effective blended activity • MERLOT Learning Objects Portal • Audio/visual instructor introduction • Develop additional training course

  16. Online Feedback F2F Performance and Feedback F2F Instruction Online Experience(s) or Interaction Online Experience(s) or Interactions F2F Activity or Coaching

  17. MERLOT Learning ObjectLearning Objects Portal http://ilearn.senecac.on.ca/lop/

  18. Issue Identifying Strategies for Success in Navigating the Course

  19. Video Intros (Photo Story 3)

  20. Video Intros (Visual Communicator) Visual Communicator Studio:http://www.seriousmagic.com

  21. Slide Shows (Photo Story 3) Photo Story 3:http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/

  22. Issue Reaching All Learning Styles

  23. Interactive Lessons (MS Producer) Microsoft Producer:http://www.microsoft.com/windows/windowsmedia/technologies/producer.aspx

  24. Audio Feedback (Audacity) http://audacity.sourceforge.net/

  25. Audio Feedback (Audacity)

  26. Issue Encouraging Overall Persistence and Time on Task

  27. FRE 201 Tic-Tac-Toe • For each unit, students choose three activities. • With two weeks to complete assignment, they can choose activities that feature their learning styles. • They share what they learn in the f2f sessions • They will probably sample more than three before they choose.

  28. Grammar Temps Ludique S, R Culture Parispourvous A,G,VIS Lit Archivox VIS/VER Culture Promenade Européenne A Lit Chasse Littéraire A Grammar Rfi VIS/VER Lit Petit Nicolas VIS Grammar Conjuguemos S, R Culture Voyage virtuel A,G,VIS Tic-Tac-Toe

  29. Issue Getting Out of the CMS and Into the World

  30. Online Discussion (WebBoard)

  31. Web Demo (Camtasia/Captivate) Camtasia:http://www.techsmith.com/Captivate: http://www.macromedia.com

  32. Resources

  33. Exploring Online Resources Merlothttp://www.merlot.org NVCC Hybrid Sitehttp://tac.nvcc.edu/hybrid/ (Under Construction) NVCC Hybrid Course Surveys • Pre-survey: tac.nvcc.edu/presurvey/ • Mid-survey: tac.nvcc.edu/midsurvey/ • Post-survey: tac.nvcc.edu/postsurvey/ TAC Blackboard Site & TAC Sitehttp://tac.nvcc.edu/blackboard/ http://tac.nvcc.edu

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