Noting: Hybrid Teaching and Learning breakout session, January Celebration of Learning

Here are some of the notes I captured during the Hybrid Teaching and Learning session facilitated by Jen Hopp during January Celebration of Learning January 11, 2012. Interested in more on hybrid teaching at ICC?  Contact me directly, phess@icc.edu or 694-5295

General tips and suggestions gathered from the hybrid teaching and learning session:

  • Assume students are completing online quizzes and tests in an open book environment; ask higher-order thinking/application type questions, not questions they can complete by searching for the right answer;
  • Interested in a peer review activity?  Try this activity online instead of taking as much time in class;
  • What should  you include in the in-person component of the class?  Consider the core of the course, the hard stuff and the stuff you like to teach in-person;
  • Use discussion and figure out which prompts should be done in-class and which can be better online – connect online and in-class discussions;
  • When designing online discussion prompts, be very specific about the prompt as well as the expectations for posting and student-to-student posting;
  • Don’t fall into lecture mode in class, use this time to have students discuss and work with each other;
  • Avoid a “dead” online component – a hybrid class should have an active/engaging online requirement, not just postings of documents and information with reduced in-class activities;
  • Avoid doubling or somehow otherwise bloating the content, expecting as much in-class as you expect online – use the credit hours as a guideline; for example, a 3-hour class would normally be 3 hours in class with 6-9 hours of expected work outside of class.  Or, a 3-credit hour class should take an average student 6-12 hours each week to complete;
  • Design your course in a recognizable and repeatable framework if possible; structure in units or weeks and attempt to setup a routine for deadlines, such as the day/time when assignments or discussion prompts are made available, are due, etc.  Identify the routine for students so the routine becomes a way they complete course tasks on time.
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