July 22 - 24, 2019
Summary
How many of you have decided to exchange your in-class experience with your students for work to be done online? Have you ever wondered about "how much face to face v. online experience is right for my course"? "Is a hybrid course design compatible with active learning in the classroom"?
A hybrid (also commo
nly termed "blended") course is one that mixes in-person experiences and work in the classroom (or other locations) with online experiences and work, thus replacing "seat time" with online work. Faculty have used various forms of this mix ever since the web has been available. After some two decades
plus, we have considerable experience to know what types of
blended/hybrid mixes work well under which type of course conditions and
for what types of purposes. We can now ask; what makes for a good hybrid (or blended) course? Books, such as Jay Caulfield's "How to Design and Teach a Hybrid Course" and Kathryn Linder's "The Blended Course Design Workbook" are resources informing the design of this program. We also use the OLC Blended Course quality scorecard.
The Hybrid Course and Program Design Institute is itself a hybrid experience, with a 3 day in-person workshop combined with an online course to support hybrid course and program building. We learn from each other's experiences (good and bad) and share ideas for innovation and course redesign in a safe and supportive enviornment.
Principle Goals of the Institute:
- To gain clarity in definitions of blended teaching methods
- To gain specific information and understanding about teaching using blended methods
- To gain an understanding of how best to integrate active learning, service learning, and experiential education with online teaching modalities
- To share experiences and to learn from peers in a supportive workshop environment
- To develop a personally relevant course or program design for hybrid and blended teaching and learning.
