Governors State University Faculty Summer Institute Teaching Hybrid Courses

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