hybrid learning may college 2014. ‘hybrid learning’ in context

Hybrid Learning

May College 2014

‘hybrid learning’ in context

Synchronous Asynchronous

Synchronous Asynchronous< -

-- fac

e-to

-face

Instr

uction

online instruction --- >

hybrid instruction

< --- distance education

MOOCs

--- >

• Corsera• Khan Academy• Codecademy• etc

Hybrid Instruction:

Techniques you may be using now:• textbook• readings• delivery of course content via Sakai or other online platform

Techniques we’ll be exploring tomorrow:• deeper uses of Sakai• web tools for collaboration and other engagement• flipping the classroom• ways to connect• student to professor• student to student• class to ‘the world’

Formal definition requires some displacement of class time… but, we are also using a looser definition

Hybrid Instruction:

Related terminology you may hear:

• blended learning• technology mediated

instruction• mixed-mode instruction• integrated learning• courseware• e-learning• m-learning (mobile)

• networked learning• virtual education• computer-based training• web-based training• self-paced learning• webinar• “lecture capture”• others?

Why this workshop came to be:

• Openness to hybrid course proposals in fall and spring, not just summerterm

• Teagle Grant fostered and other potential for cross-institutional course collaboration

• Interest in “flipping the classroom”• Interest in connecting classroom to remote presenters

and locations• Our interest in fostering best practices for

online/hybrid engagement

Themes you’ll hear us harp on:

• Always begin with, and build from, learning objectives• Try to take advantage of benefits hybrid delivery allows

rather than duplicate f2f approach in online manner• Learn as much as you can about tools available so you can

recognize when they might fit a need• Consult with Educational Technologies and other support

professionals to match objectives to tools• You’re likely using hybrid approaches now. Consider ways

it might it be beneficial to push further • As much as possible, track student impacts

Student feedback on summerterm online/hybrid courses:

… required a lot more work than I expected

It was just stressful not having face to face contact with other students or the professor; not really anyone's fault it just wasn't for me

More immersive and intense

Helped me be more independent in my work

Chance to learn on my own and it actually gives more interaction between students

I was able to work alone in a quiet area and was not stressed out with time management because I was able to know ahead of time due dates

The online nature of the course forced me to adjust my focus in learning the material. That is, I needed to be perhaps more careful in reading the text, and I had to strengthen my ability to convey my thoughts in writing

The forum discussions were helpful because the fact that everyone's comments are written down allows me to read them and process them more carefully

The ability to read peoples comments allowed me to respond better to them and to analyze them


Didn’t have to worry about being to class on time

I wouldn't recommend a hybrid/online course (in general; not this one specifically) to a student that generally lacks motivation (like me)

Instructor was always available

It was a very good online environment because we were communicating with the instructor on a regular basis and had assignments that had us engaging with each other


I tend to ask a lot of questions to make sure I'm doing my work as well as I can but I almost felt silly e-mailing the professor with every little question I had

The key is to ask questions and to not be afraid to seek help, even if it is only over e-mail. I think the online nature allows you to learn a lot about yourself while also learning the subject matter

Made it more difficult to focus and know exactly what the instructors wanted for each assignment


CyberPolitics Hybrid Course student feedback:

Quiet forced to talk/post (could not be passive)

Need to be direct / to point (could not BS, must know stuff)

Required/allowed better thought development

Opportunity to bring in outside research/rich media

Better able to cite sources, not just opinion … need to justify opinion

Still pressure, but pressure to justify thoughts, not social pressure

“GREATER ACCOUNTABILITY”


Savviness necessary, but provided training/support

Flexibility fit lives – athlete able to contribute/join while on road

Suits wider range of learning/working styles

Enjoyed “horizontal” learning from peers and faculty as equal

More interactive … don’t feel lectured at

I spend a lot of time on internet (reading, etc) … this seemed like natural extension

Informality was more engaging … learned without realizing it

Calmer environment. Leveler playing field

“MATCHES HOW WE LEARN”


Appreciate ability to refer back to class product

More efficient. Posts always on point. In class it can feel like people are talking just to talk

More immediate feedback than with papers

Smaller posts easier to write and read. Led to more conversational feel

OTHER BENEFITS


Newness of approach. Was exciting

Direct/intimate connection to faculty led to better understanding

In smaller group, had larger voice

Provided training/support/direction

Clear ground rules, expectations, deadlines, and assessment criteria

It was central to course, not just an add-on

Classroom vibe was essential. The in-class/online balance was key

WHY SUCCESSFUL

Communication / Collaboration

Synchronous AsynchronousFaculty Student

Campus Campus

Student Student

(Class)

Faculty Student

http://openclipart.org/detail/1908/phone-by-rickvanderzwet

http://openclipart.org/detail/17371/email-by-ytknick

• Outline modes by which they can contact you• include expectations for timeliness of response

• Outline modes by which you will contact them• include expectations for their connectedness

• Email: opportunity to foster professionalism• Social Media: opportunity to foster thoughtful ID management

Faculty Student … Asynchronous

Faculty Student … Synchronous

“Office Hours”

http://openclipart.org/detail/191469/chat-icon-by-minduka-191469

http://www.ebuzzsolutions.net/#!video-conference1.png/zoom/mainPage/image128e

http://openclipart.org/detail/1908/phone-by-rickvanderzwethttp://openclipart.org/detail/1908/phone-by-rickvanderzwet

Student Student(class)


https://c1.staticflickr.com/5/4035/4314365065_f64a614b9d_z.jpg?zz=1


• Need to clearly delineate expectations• Foster the discussion … esp early on• Outline assessment approach … rubric• Build from low-stakes to high-stakes• Good opportunity to foster netiquette

Fostering Successful Asynchronous Discussions


• At times, it is best approach to a topic• Is there expert lecture content available?• Can be required or optional/remedial• Production (from easy to more elaborate)• podcast (perhaps referring to external resources)• video podcast• narrated Powerpoint (exemplar)

• Popcorn Maker and similar webtools• Produced Movie (iMovie, webcam/document camera app)• (EdTech can advise/support)

“Lecture” Strategy

http://myslu.stlawu.edu/~gcurrie/narrated_powerpoint_exemplar.mp4


• projects, case studies, etc, where they need to:• outline issues• assign tasks• research (accumulate materials)• collaboratively report findings

• tools for collaboration

Student Collaborations

http://www.ebuzzsolutions.net/#!video-conference1.png/zoom/mainPage/image128e


• Must carefully consider need … and use strategically• only when synchrony is beneficial• should complement asynchronous approaches• needn’t involve entire class• are my students remote ... joining by classroom or student

Synchronous Class Sessions



• Available technology

*note: also an option for bringing in external speaker

hybrid learning may college 2014. ‘hybrid learning’ in context

Documents

hybrid learning

hybrid instruction

synchronousasynchronous

context slide

dates slide

onlinehybrid engagement

track student impacts

student class