1. Creating a Hybrid Course from Scratch or… An Introduction to the Online Course Development Process

2. 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

3. Not about what will happen in the classroom…It’s about the journey or the learning experience

4. 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

5. Deconstruct -> Reconstruct Learning experience Deconstruct time, space, roles, expectations Reconstruct time, space, roles, expectations Decisions, decisions, decisions…

6. Integrated Course Design Process (Fink, 2003) http://www.finkconsulting.info/files/Fink2005SelfDirectedGuideToCourseDesign.doc 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

7. 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

8. Professional Identity… Learning Goals Behavior change Attitudinal shift In three years these students will be: Lifelong learners Ethical practitioners Interprofessional team members

9. 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

10. 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

11. For further information… Patricia Schaber, PhD, OTR/L University of Minnesota Program in Occupational Therapy schab002@umn.edu