creating a hybrid course from scratch or… an introduction to the online course development process

Creating a Hybrid Course from Scratch or…

An Introduction to the Online Course Development Process

Different way of thinking…

Holistic- a product, a packaged experience Shaped learning environment- technology rich

Process training- not content-packed Outcome driven- by engaging in this learning

experience, the student will… Assessment driven- what is important to learn

is measured

Not about what will happen in the classroom…It’s about the

journey or the learning experience

Learning Environments

Face-to-face: classroom experience *Face-to-face with an online presence: classroom & Web based *Hybrid- blend of Web based and face-to-face Online- Web based Distance Education with an online presence Distance Education

Deconstruct -> Reconstruct

Learning experience Deconstruct time,

space, roles, expectations

Reconstruct time, space, roles, expectations

Decisions, decisions,

decisions…

Integrated Course Design Process (Fink, 2003)

http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc

3 phases 3 phases 1-> Build Strong Primary

Components Situational Factors Learning Goals Teaching and Learning Activities

2->Assemble the components into a coherent whole

3->Finish important remaining tasks

Situational Factors Professional Identity: Behaviors and Attitudes

15 week course/ 15 modules Hybrid- One six hour F2F seminar

seventh week 34 students/full time/2 sites Cohort model; required 2 credits/6 hours effort per week Asynchronous/ no ITV Competency vs discriminatory S/N High interactive; low stakes Self assessment & reflection ACOTE standards B.4.5, B.5.6, B.7.4, B.7.10,

B.9.1, B.9.2, B.9.4, B.9.6, B.9.7, B.9.8, B.9.10, B.9.11

Professional Identity… Learning Goals

Behavior change Attitudinal shift In three years these

students will be: Lifelong learners Ethical practitioners Interprofessional team

members

Professional Identity…

Teaching and Learning Activities

Before… Lecture ---------------- Readings ------------- In class activities---- WebCT discussions Guest lectures------- Assignments--------- Fieldwork Exams-----------------

Now WebVista content Readings Online activities WebVista discussion Video Assignment boxes Wikis & Wimba Quizzes

Comparison of Classroom to Hybrid course reinforces what we know…

Schaber (2008) It works (To be Written) Bernard et al. (2004) Learning from computers is as effective as face-

to-face Online learners rated their learning higher than classroom learners

Mueggenbury (2003) Students read more and learn as much or more Online learners used more learning tools and cited Readings as a source of

their learning twice as often as classroom learners Hollis & Madill (2006) Online format supports principles of adult

learning: active, group, applied Online learners cited 61% more learning tool usage; cited Out of Class

Discussion 16 times more frequently than Classroom learners Maeroff (2003) Online course preparation can take up to 500% longer

Course development took six months intensive preparation (3 person team) Stout (2001) The online course development process is a radical

change beginning with a critical reflection on teaching and learning….. Online course development is a transformative process

For further information…

Patricia Schaber, PhD, OTR/L

University of Minnesota

Program in Occupational Therapy

schab002@umn.edu