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Hybrid Learning: Models and Technologies

Hybrid Learning: Models and Technologies. John Bell  William Cain  Sandra Sawaya  Charlie Belinsky March 21, 2013. [252]. Hybrid Courses. Using both face-to-face and online interactions for “contact hours” of a class So a “hybrid” course is not …

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Hybrid Learning: Models and Technologies

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  1. Hybrid Learning: Models andTechnologies John Bell  William Cain  Sandra Sawaya Charlie Belinsky March 21, 2013 [252]

  2. Hybrid Courses • Using both face-to-faceand onlineinteractions for “contact hours” of a class • So a “hybrid” course is not … • an online project for a face-to-face course • a face-to-face meeting for an online course • MSU academic planning directions Support the systematic trying and testing of various instructional modelsJune Youatt, Acting Provost.

  3. Our Initial Context • Ph.D. in Ed Psych & Ed Tech edtechphd.com/edpsychphd.com • Face-to-Face (F2F) and Hybrid  Provide access to mid-career people • Challenges • Two groups integrated — a challenge and a strength • Practice what we preach • Design Studio • Do what we’re doing … better • Learn from what we’re doing. [452]

  4. The Big Idea • The best technology-integrated solutions match… • Well-defined purpose for technology/innovation • Learner/learning strategies • Teacher/pedagogical strategies • Content (esp., input, process, or output heavy) • Context and constraints. [252]

  5. Corollary of the Big Idea Leading with a solution rather than a problem only succeeds by chance • What primary problem are you trying to solve? • Learning problem • Access problem • Productivity problem • Constraint problem • Demand problem. [252]

  6. Primary Principles • Employ your best resources to solve the hardest and most important problems • Example: Do face-to-face sessions for the most critical aspects for student success • Employ the best strategies for each situation • Example: Aim for comparable value rather than same experience. [252]

  7. Learning Environment Models * These models are (largely) pedagogically neutral.

  8. Topographies of Face-to-FaceModels Black dots=students Red dot=instructor Filled ellipse=full interaction Line=focused interaction, arrow=predominant communication [252]

  9. Topographies of Online Models Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction [252]

  10. Topographies of SynchroModal Models Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction • Gray boxes=Representation of remote people (display) [252/452]

  11. Topographies of SynchroModal Models:a) Linked Classrooms/Remote Instructors Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction • Gray boxes=Representation of remote people (display) [252/452]

  12. Topographies of SynchroModal Models:b) Group plus Online Individuals 2012: CEP910 Roseth 2013: CEP917 Mishra & Henriksen Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction • Gray boxes=Representation of remote people (display) [252/individuals]

  13. Topographies of SynchroModal Models:c) Hybrid Small Groups Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction • Gray boxes=Representation of remote people (display) [Google Hangout]

  14. Topographies of SynchroModal Models:d) Hybrid Seminar Black dots=students Red dot=instructor Gray filled ellipse=full interaction Dotted line=virtual interaction • Gray boxes=Representation of remote people (display) [Node Chairs]

  15. Learning Environment Models * These models are (largely) pedagogically neutral.

  16. Tech Navigator Tech Navigator • Someone whose primary responsibility is to keep the technology working and effective • A fading need as technology becomes more transparent • Technology gets more reliable and simpler • Instructors get more skilled with technology and modified pedagogy [452]

  17. Lessons Learned • Pedagogy is (largely) independent of model • Technology specifics  the unavoidable aggravation • Many and changing, yet essential [252]

  18. Lessons Learned • Pedagogy is (largely) independent of model • Technology specifics  the unavoidable aggravation • TPACK • Changing any of [technology, pedagogy, content knowledge] affects the other two • Changing the technology must precipitate pedagogical adjustments, and in fact is a good opportunity to do so [252]

  19. Lessons Learned • Pedagogy is (largely) independent of model • Technology specifics  the unavoidable aggravation • TPACK • Tech Navigator [252]

  20. Lessons Learned • Pedagogy is (largely) independent of model • Technology specifics  the unavoidable aggravation • TPACK • Tech Navigator • More planning & prep is required • Still requires just-in-time problem solving & creativity (involves risk and enjoyment) • Never done learning • Gather data for evaluation and research. Pedagogy and Situational Creativity in Synchronous Hybrid Learning (Cain) [252]

  21. Conclusion The best technology-integrated solutions match… • Well-defined purpose for technology/innovation • Learner/learning strategies • Teacher/pedagogical strategies • Content (esp., input, process, or output heavy) • Context and constraints [252]

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