The resources below were from the workshop titled Best Practices in Hybrid Teaching. You can view the full webinar recording below, access the Power Point, visit referenced materials, or visit additional resources.
This workshop is number 2 in the Best Practices in Teaching with Technology Series. Learn more about the series or visit the resources from the first workshop: Best Practices in Blended Learning
Best Practices in Hybrid Teaching Lunch Break Webinar from Online at Ursuline on Vimeo.
References and Additional Resources
- TPACK Explained
- Bloom’s Taxonomy of Learning Domains – The revised taxonomy and more on the cognitive, affective, and psychomotor domains.
- Instructional Objectives Builder – A nice animation covering Bloom and a really useful tool for creating measurable learning objective.
- Aligning Assessments with Instructional Objectives
- Professor Lancelot: This example offers the story of one instructor whose course could use some help with alignment.
Sources for Course Content
- Flat World Knowledge: Customizeable Textbooks
- Creative Commons – works that are free to share and use and remix. They also have a search engine to search works marked as Creative Commons.
- College Open Textbooks – free textbooks that could be used in many ways. You could supplement a textbook with chapters from other books, or even choose a free textbook as your main content source.
- MIT Open Courseware – Instructional materials produced by MIT that are free to use in your course. Many other universities offer Open Courseware as well. View a list of some Open Courseware resources.
- Merlot II – “MERLOT is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.”
- Films on Demand – A large library of documentaries on many subjects that can be embedded directly into your D2L classroom. You can access this collection through the library. Contact the Media Center for more info.
- Open Education Resources Commons – A large library of peer-reviewed lessons, activities, and multimedia tools to use in your classroom. Use the Advanced Search to filter to Higher Education.
The definitions below are very broad. They are meant to draw attention to the distinctions between the characteristics of different types of courses to help differentiate the tools and techniques applicable to each type of course. Each type has it’s own affinities and weaknesses, and you should make decisions about your course in a way that adds more to the course than could be done without that technology.
Face-to-Face Course (Face2Face, F2F)
In Face2face courses no technology projects are required outside of class time for students to earn credit in the course. A course can still be considered f2f if extra, optional, or supplemental resources are available online, or if online technologies are utilized during the class period.
Blended Course (sometimes also called web-enhanced)
In blended, or web-enhanced courses, students are required to complete tasks outside of the physical classroom in order to fully complete the course. There are many types of blended courses, such as using discussion boards or dropboxes between classes, using a flipped classroom content delivery model, or online quizzes between classes.
The important distinction between blended and hybrid is that a hybrid course has a reduced amount of time the students spend in the physical classroom, in a blended course there is no reduction in seat time.
In a hybrid course some activities, tasks, or assignments are moved online and, therefore, the amount of time students spend in the physical classroom is reduced accordingly. This is not the same as an internship unless that internship has accompanying online assignments or activities that accompany the internship. Examples of a hybrid course can vary widely in terms of format. A course might meet only once during a semester to take an exam, or they may meet every other week to discuss the work they have been doing during the other time.
Online courses are those where no physical presence is required to complete the course. Optional face-to-face options can be included to supplement the course. But, to be a truly online course these face-to-face options can not be required.
In addition technology tool know-how, it is also important to have a foundation in the pedagogy of teaching with technology. Whether you teach a fully face-to-face course, you have online assignments in between classes, or you teach a fully online course, technology is a tool that can add to your class.
During the fall of 2014 a four-part webinar series was offered on this topic. Below are links to the recordings.
During this workshop we will learned about important pedagogy tools to help you make decisions about the technology that can help your course. Specifically, we learned about the TPACK model, the SAMR model, and ways to think about technology in your teaching. The goal of this workshop was to give you the tools to approach technology in a way that enhances your teaching, helps your students learn, and uses your time effectively.
During this workshop we took extended what we learned in the Best Practices in Blended Learning series. We talked about ways that you can use technology to help engage your students beyond the classroom walls. Whether you are thinking about replacing your lectures with videos, increasing hands on activities during class time, or giving students more responsibility for their own learning, this workshop will give you the tools to get started.
Between snow, power outages, and other unpredictable circumstances, it is likely that you will have a class canceled at some point. With Desire2Learn you still have a way to keep your class moving forward so you don’t lose precious class time. During this workshop we looked at what you need to do to put your course online on short notice. You will leave this workshop with a firm understanding of what is needed to put a class online quickly and tools to help you actually do this if the need arises.
Best Practices in Online Teaching
I didn’t actually create a workshop by this title but rather am offering a special full day workshop on this topic. The workshop is titled Applying the Quality Matters Rubric. This workshop is frequently offered through the Ohio QM Consortium.
Applying the Quality Matters Rubric
View the Ohio QM Consortium calendar to see when this will be offered.
This is a full day workshop that covers the basics of online teaching best practices through the lens of the Quality Matter’s rubric. You must be able to attend the full day in order to receive official QM credit for the workshop.
During the workshop you will learn:
- How to identify the underlying principles of Quality Matters
- How to identify the important elements of the QM program, including the QM rubric, the materials available to faculty, the elements of the QM process, and the administrative components to support the program.
- How to apply the current rubric to review online courses
- How to apply the concept of alignment to online course design
- How to write recommendations for online courses to help faculty improve their courses.
Want to know more?