Hybrid Learning May College 2014
description
Transcript of Hybrid Learning May College 2014
Hybrid Learning
May College 2014
‘hybrid learning’ in context
Synchronous Asynchronous
Synchronous Asynchronous< -
-- fac
e-to-
face I
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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
Student feedback on summerterm online/hybrid courses:
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
Student feedback on summerterm online/hybrid courses:
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
Student feedback on summerterm online/hybrid courses:
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”
CyberPolitics Hybrid Course student feedback:
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”
CyberPolitics Hybrid Course student feedback:
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
CyberPolitics Hybrid Course student feedback:
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)
Student Student(class)
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Student Student(class)
• 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
Student Student(class)
• 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
Student Student(class)
• 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
Student Student(class)
• 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
Student Student(class)
Synchronous Class Sessions
• Available technology
*note: also an option for bringing in external speaker
Student Student(class)
Synchronous Class Sessions
Student Student(class)
Synchronous Class Sessions