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Governors State University Faculty Summer Institute Teaching Hybrid Courses

Governors State University Faculty Summer Institute Teaching Hybrid Courses. Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee June 7, 2005. Session Overview. Definition Benefits of hybrid courses Tour of a hybrid course

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Governors State University Faculty Summer Institute Teaching Hybrid Courses

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  1. Governors State UniversityFaculty Summer InstituteTeaching Hybrid Courses Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee June 7, 2005

  2. Session Overview • Definition • Benefits of hybrid courses • Tour of a hybrid course • Preparing faculty and students • Technology considerations • Tips for faculty

  3. Hybrid Course Definition • Definition • Courses where a significant amount of learning has been moved online making it possible to reduce the amount of time spent in class • Partially online • Partially face-to-face • Terminology • Hybrid • Blended • Mixed-mode

  4. Basic Hybrid Concept • Students spend more time working individually and collaboratively on assignments, projects, and activities • Faculty spend less time lecturing and more time reviewing and evaluating student work and guiding and interacting with students

  5. Hybrid Course Description • Hybrid courses are: • NOT simply traditional classes with a Web site • Not web-enhanced • Online time replaces some classroom time • NOT traditional “distance education” courses • Not entirely online • Face-to-face classroom meetings • NOT all alike • Many different formats and schedules are possible • NOT just transferring information to the Web • Involves an extensive course redesign

  6. Teaching & Learning Benefits • More learning, understanding, and retention • Faculty consistently report students learn more • University of Central Florida research on grades • More interaction and discussion • Students are more engaged • More student and learning centered • Less listening and more active learning • More hands-on student involvement with learning

  7. Student Benefits • Different learning styles accommodated • Greater convenience • Any time/anywhere learning opportunities • Addresses commuting, parking, and time concerns

  8. Potential Institutional Benefits • Accommodate more students without building more classrooms • Fewer class meetings Schedule more courses in same space • Reach new student markets • Weekend and evening degree programs • Less commuting for working adults

  9. Students and Faculty Agree • Faculty & students like hybrid courses • According to our surveys • 100% of faculty Hybrid Project participants would teach hybrid again • 90% of students say that they would recommend hybrid courses to others

  10. Sample Hybrid Course • Course: Site and the Public Space • Upper-level undergraduate course • Student majors included Visual Art, Architecture, and Urban Planning • 15 students • 1/3 online • 2/3 face-to-face

  11. Introduction to “Site and the Public Space”

  12. Public Art Project

  13. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  14. Ideation

  15. Ideation Discussion

  16. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  17. The Hybrid Model as a Logical Choice

  18. Proposal Images

  19. Proposal

  20. F2F - Outside of class Ideation F2F - Outside of class Interview F2F – In classroom Ideation F2F – In Classroom Proposal Online Ideation Online Proposal (group work) Online Interview (group work) Visual Representation of Hybrid Assignments F2F –Outside of class Proposal Present F2F – In classroom Interview Planning

  21. Group Dynamics

  22. Milwaukee Neighborhoods

  23. Interviews

  24. Production

  25. Installation

  26. “Where Do You Live?”

  27. Conclusion

  28. Faculty Development • Faculty need to learn • Course redesign • Create online learning activities • Integrate face-to-face & online • Develop assessment plan • Teaching online • Facilitate online discussion • Negotiate the logistics of online teaching

  29. Preparing Students for Hybrid Courses • Very important • Unforeseen by us and often overlooked by others • Hybrid Course Website for Students • http://www.uwm.edu/Dept/LTC/hybridcourses.html • Explains hybrid concept • Examples of hybrid assignments • Self-assessment of online learning skills • Support on campus • Technology requirements/recommendations

  30. Technology • Sometimes a problem • Things do go wrong • Students have most problems at the beginning • Solutions • Avoid high-risk technologies • Use a course management system (CMS) • Provide an institutional help desk • Develop help sheets for students • Conduct orientation session in a lab

  31. Tips for Faculty • Successful hybrid course offering • Start early • Keep it simple, redesign is incremental • Avoid the “course-and-a-half syndrome” • Integrate face-to-face and online activities • Make use of existing resources • Manage student expectations • Prepare for anticipated problems

  32. Contact Information Amy Mangrich Learning Technology Center University of Wisconsin-Milwaukee LTC@uwm.edu 414 229-4319

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