Hybrid Teaching and Learning: An e-Poster Session Hybrid Teaching and Learning Faculty Learning Community (FLC) & Chris Price, Ph.D.

Agenda Jie—Brief introduction of FLC activities; Ann—List of hybrid teaching resources; FLC members—Values and myths of hybrid teaching: Anecdotes from frequent students’ attitudes: each member share one anecdote on hybrid teaching; FLC members—Station introduction: each member introduces the topic she is going to focus on during the content demo; FLC members—Content computers

Definition “Blended courses (also known as hybrid or mixed- media courses) are classes where a portion of the traditional face-to-face instruction in replaced by web-based online learning” (BlendedKit Reader, Ch. 1). Hybrid or blended learning is “an instructional delivery mode where instruction is conducted partly online and partly face-to-face with a key distinguishing factor of reduced seat time” (Educause on campus, 2011).

Hybrid Courses at The College at Brockport The existing blended learning definitions do not provide a specific breakdown between face-to- face and online time, and the breakdowns vary across different institutions. Current practice at The College at Brockport: No set percentage; Require F2F meeting times in course notes. We propose: The Sloan Consortium defines blended courses as ones “ where 30% to 79% of the instruction is delivered online” (BlendedKit Reader, Ch. 1).

Benefits of Hybrid Courses Provide student-centered design (Fuchs, 2011) Encourage student engagement (BlendedKit Reader, Ch. 1) Foster student ownership of content (BlendedKit Reader, Ch. 1) Meet diverse learning styles/needs (Fuchs, 2011; BlendedKit Reader, Ch. 1) Be flexible with faculty/student schedules (Fuchs, 2011) Shortened class schedules & Free classroom space (BlendedKit Reader, Ch. 1)

Hybrid Course Design What to Consider/Critical Questions What section/content of your course would best take place in a face-to-face class and what activities/interactions are more valuable online? How do these two come together for a seamless experience for students?

Hybrid Course Design Five Elements Live events: Synchronous, instructor-led events. Self-paced learning: Learners complete individually on their own time. Collaboration: Learners communicate and create with others. Assessment: Measurements of learners’ mastery of the objectives. Support materials: Reference material, both physical and virtual, to aid learning retention and transfer. (Carman, 2002, p. 2)

Design Hybrid Courses Design Strategies (Educause on campus, 2011) Begin with course objectives: Clear & measurable. Use either module/content, time, or chapter. Use objectives to help guide teaching and learning activity planning. Plan for face-to-face and online components to contribute to each other. Create essential communities both online and face-to- face. Encourage active learning activities and engagement opportunities. Include individual contact and assistance via assessment, prompt feedback, and communication.

Design Hybrid Courses Design Steps Identify course content Write learning objectives and develop instructional modules Select course delivery strategies most appropriate for your content Integrate course content activities in classroom and online environments; and determine what is best suited for either the online or classroom environment Encourage holistic course design (Educause on campus, 2011)

Hybrid Course Design Best Practices Student Centered; Faculty as Facilitator

Hybrid Course Design Strategies to Build Learning Community Think-pair-share In-class writing assignments Note checks Case studies Group projects Five-minute discussions Group discussions Role-playing Summarizing Venn diagrams (Educause on campus, 2011)

Hybrid Course Design Strategies to Build Online Community Offer prompting questions or other prompts throughout the discussion Establish a “presence” in the conversation, though less than full engagement Remain neutral when possible Encourage and establish rules for respecting different opinions Redirect when needed Focus on topic of discussion Model appropriate responses (Educause on campus, 2011)

Hybrid Course Design Strategies to Engage in Discussion Prepare for upcoming in-class discussion Respond to readings Review of literature Follow-up to in-class discussion Extension of in-class discussion/assignments Question and answer forum Pose a problem and ask for solutions Case study Students critique classmates’ work using provided evaluation guidelines Find/evaluate web resources on a topic and discuss results Invite guest speakers/lecturers Debate a topic (Educause on campus, 2011)

Hybrid Course Design Strategies for Online Collaborative Activities Case studies Discussions Student-moderated discussions Guest speakers Debates Panels or symposiums Collaborative writing Collaborative presentation Role play Games Demonstrations Online student-led support (Educause on campus, 2011)

Useful Tools Blended Tool Kit Most recent session starts April 21, Register via: Designing Effective and Innovative Courses Dee Fink Common Wealth of Learning n+educational+resources%22&CID=&lsort=date&lstart=1 n+educational+resources%22&CID=&lsort=date&lstart=1 Educause Learning Initiative Discovery Tool: Blended learning workshop guide: tool-blended-learning-workshop-guidehttp:// tool-blended-learning-workshop-guide SUNY Tools of Engagement Project: