1. Designing a Partially Online (Hybrid) Course: What goes where and when? Patricia James August 28, 2013 For audio call Toll Free 1-888-886-3951 and use PIN/code 732986

2. What’s a Hybrid?

3. What do you think? A hybrid class is: A.90% online B.80% online C.51% online D.1% online E.All of the above

4. What do you think? Hybrid classes have better success rates than face-to-face. A.True B.False

5. What do you think? Online components of hybrid classes aren’t required to have interaction opportunities with the instructor. A.True B.False

6. What do you think? Hybrid classes do not have to have the curriculum separately approved. A.True B.False

7. Definition of DE 55200. Definition and Application. Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. All distance education is subject to the general requirements of this chapter as well as the specific requirements of this article. In addition, instruction provided as distance education is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. §12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. §794d). Type it in the chat window, preface it with ???, and raise your hand.

8. DE Requires Quality Measures. 55206. Separate Course Approval. If any portion of the instruction in a proposed or existing course or course section is designed to be provided through distance education in lieu of face-to-face interaction between instructor and student, the course shall be separately reviewed and approved according to the district's adopted course approval procedures. NOTE: Authority cited: Sections 66700 and 70901, Education Code. Reference: Sections 70901 and 70902, Education Code. Type it in the chat window, preface it with ???, and raise your hand.

9. Hybrid vs. Flipped

10. How much should be ftf? Type it in the chat window, preface it with ???, and raise your hand.

11. Start with global planning Course Title: Art Appreciation Section I: Interpretation Learning Unit 1: Roles of the artist and viewer (1 week) Learning Unit 2: Visual Literacy (1 week) Learning Unit 3: considering the value of art (1 week) Learning Unit 4: Interpretation Assessment (1 week) Section II: The Formal Elements of Art Learning Unit 4: line and space (1 week) Learning Unit 5: light and color (1 week) Learning Unit 6: texture, pattern and motion (1 week) Learning Unit 7: elements of style (1 week) Formal Elements of Art Assessment (1 week) Section III: Fine Arts Media…..

12. Start with global planning Learning Unit 2: Visual Literacy (1 week) Unit Overview: In this unit you will acquire fundamental skills for understanding messages communicated through visual images. Your mastery of basic visual literacy vocabulary will facilitate your ability to think critically about the visual content that surrounds you on a daily basis. After the successful completion of this learning unit, you will be able to: 1.Understand the impact that images have on a society. 2.Critically analyze messages communicated visually through images in your everyday surroundings. 3.Evaluate the multiple meanings of an icon and identify how these meanings are socially constructed. 4.Distinguish "form" from "content" through a visual analysis of an image. Type it in the chat window, preface it with ???, and raise your hand.

13. Bloom’s Taxonomy Understand Analyze Evaluate Distinguish

14. How to design a Hybrid Class! Step 1: Know what you are planning to teach and how you plan to teach it! Outline Objectives Outcomes Type it in the chat window, preface it with ???, and raise your hand.

15. How to design a Hybrid Class! Step 1: Know what you are planning to teach and how you plan to teach it! Outline Objectives Outcomes Step 2: Identify learning activities for each outcome in at least a couple of representative units.

16. How to design a Hybrid Class! Step 1: Know what you are planning to teach and how you plan to teach it! Outline Objectives Outcomes Step 2: Identify learning activities for each outcome in at least a couple of representative units. Step 3: Consider the methodology needed for each kind of activity.

17. How to design a Hybrid Class! Consider these two very important things:

18. How to design a Hybrid Class! Consider these two very important things: 1.What do students need the most help with.

19. How to design a Hybrid Class! Consider these two very important things: 1.What do students need the most help with. 2.What can students do without you? Type it in the chat window, preface it with ???, and raise your hand.

20. How to design a Hybrid Class! It might look like this: Understand the impact that images have on a society. Lecture or video or both

21. How to design a Hybrid Class! It might look like this: Critically analyze messages communicated visually through images in your everyday surroundings. Take some photos with your phone of images and what they communicate create the assignment in a word file to post.

22. How to design a Hybrid Class! It might look like this: Evaluate the multiple meanings of an icon and identify how these meanings are socially constructed. Work in groups to evaluate a set of images and create a presentation and lead a class discussion and critique

23. How to design a Hybrid Class! It might look like this: Distinguish "form" from "content" through a visual analysis of an image. Test Type it in the chat window, preface it with ???, and raise your hand.

24. How to design a Hybrid Class! Understand the impact that images have on a society. Lecture or video or both Critically analyze messages communicated visually through images in your everyday surroundings. Take some photos with your phone of images and what they communicate create the assignment in a word file to post. Evaluate the multiple meanings of an icon and identify how these meanings are socially constructed. Work in groups to evaluate a set of images and create a presentation and lead a class discussion and critique Distinguish "form" from "content" through a visual analysis of an image. Test

25. Considerations? What activities can easily be done with your resources? When do groups need to be face-to-face or when do they work better online? OR Both! Do you need proctoring? So you have field trips? Other? Type it in the chat window, preface it with ???, and raise your hand.

26. Decisions! A.FTF B. Online C. Both Lecture? Assignment? Presentation with Analysis? Test?

27. Decisions! Type it in the chat window, preface it with ???, and raise your hand.

28. Figure out the time! How much time do your students need for the face-to-face activities? Schedule the class for the ftf time! Type it in the chat window, preface it with ???, and raise your hand.

29. Resources Hybrid Handout https://my.msjc.edu/web/otc13/hybrid.pdf Flipped Field Guide from Coursera: https://class.coursera.org/mooc/wiki/view?page=FlippedLectures Flipped Classroom Framework: http://www.slideshare.net/derekbruff/flipped-classroom-25247239

30. Questions? Type it in the chat window, preface it with ???, and raise your hand.

31. Evaluation Survey Help us improve our seminars by filling out a short online evaluation survey at: Type it in the chat window, preface it with ???, and raise your hand. https://www.surveymonkey.com/s/WebinarHybrid