Learn effective hybrid teaching practices in this hands-on CTL workshop on Thurs., Oct. 27, 10:00-11:30 a.m., Milam 215. Explore tools and techniques to integrate online and classroom learning. All faculty and GTA’s welcome. Please bring your laptop. Refreshments provided. Please register in advance. See you there!
Archives for Hybrid Courses
Get Started and Get Assistance to Make Your Course Hybrid – OSU faculty in 10 colleges have redesigned more than 100 classroom courses as hybrid (blended) courses that integrate significant online learning activity with reduced class meeting time. In this “30-minute brief” webinar you’ll quickly learn effective methods to design a hybrid course and find out about support available through the Center for Teaching and Learning (CTL). Register now for this Technology Across the Curriculum (TAC) webinar at 1:00 p.m., Thursday, Oct. 13.
Hybrid works at OSU. Eighty-three different courses in 9 OSU colleges have been offered in a hybrid format on the Corvallis campus during the past three years. The 2014-2015 academic year saw a 24% annual increase in the number of hybrid course sections and 5,390 students enrolled in hybrid courses. A hybrid (“blended”) course by definition includes both regularly scheduled, on-site classroom meetings and major online learning activity that replaces regularly scheduled class meeting time.
The Center for Teaching and Learning is offering $2,500 in professional development funds and course development support to faculty to participate in the winter 2016 Hybrid Faculty Learning Community and redesign established Corvallis campus courses as hybrid courses. Instructors and tenured/tenure-track faculty and instructors with at least 2 years of teaching at OSU are eligible to participate.
See the Request for Proposals to learn how to apply; proposals are due Nov. 1, 2015. Join the Center for Teaching and Learning in advancing teaching excellence at OSU!
Construct something new . . . something to last! The Center for Teaching and Learning supports the redesign of established on-campus courses as hybrid courses through the Hybrid Course Initiative. These funds ($2,000/course) are provided to instructors who participate in a faculty learning community in Spring term and develop a hybrid course. See Request for Proposals.
Best wishes to all for 2015!
“Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” –Ron Mace, NCSU Center for Universal Design
Though the term “universal design” has been used since the ‘70s, full application of the principles of universal design to teaching and learning in higher education is still very much in process. Martha Smith and Gabe Merrell, two OSU campus leaders in universal design and accessibility, met with the College of Education Hybrid Study Group on March 5 to discuss universal design for instruction. Martha is Director of Disability Access Services, and Gabe is Senior Accessibility Associate and Deputy ADA Coordinator in the Office of Equity and Inclusion.
Gabe and Martha emphasized the importance of considering universal design up front in the development of teaching materials, instructional methods and means of assessing student learning. They also noted that universal design benefits all learners. The principles of universal design offer guidance for the design of all elements of an instructor’s toolkit, from syllabi to presentation style, to class activities and exams. As OSU serves an increasingly diverse student population, universal design can enhance learning in the classroom, the lab, in the field, and online.
In what ways are you implementing universal design in your teaching?
Have you heard about flipped learning, but you aren’t quite sure what it is or whether you want to try it? Is there solid evidence that it fosters student success and engagement?
If you’re trying to answer these questions, check out A Review of Flipped Learning, a new report based on the growing body of literature on this practice. The report was produced by the Flipped Learning Network, George Mason University, and Pearson’ Center for Educator Effectiveness. The authors identify “four pillars of flipped learning” that are essential for this approach to be successful:
- Flexible environments, including learning spaces that can be rearranged
- A shift in learning culture toward a more learner-centered approach
- “Intentional content” to optimize the use of classroom time with strategies such as active learning
- Professional educators who are reflective, and willing to be more than the traditional “sage on the stage”
What do students say about flipped learning?
Andrew Valls, OSU political science professor, added his voice to the national dialogue on hybrid courses as well as the role and impacts of MOOCs in higher education in Who’s Afraid of the Big Bad MOOC? posted online yesterday in the Chronicle of Higher Education’s blog. Prof. Valls teaches a hybrid version of PS 206 Introduction to Political Theory that makes use of online lectures from Harvard University’s Justice with Michael Sandel. An edX MOOC based on Sandel’s lectures was at the heart of the latest round of the MOOC debate last week, when faculty of the San Jose State University philosphy department announced their refusal to teach a blended course utilizing content from Sandel’s edX MOOC on their campus.
In contrast to the opinions expressed by the San Jose State philosophy faculty, Valls doesn’t believe that MOOCs are an inherent threat to quality public higher education. Instead, he finds that open educational resources such as Michael Sandel’s lectures can enhance teaching and learning, particularly in hybrid courses. In Valls’ opinion, “The availability of high-quality online lectures is an opportunity to rethink how we spend our time in the classroom. If an online lecture presents the material, or walks students through an argument, we are freed to spend more time discussing the aspects of the material that are most difficult—or most interesting. . . . Yes, hybrid courses usually involve less face-to-face time, but that time can be better and more effectively spent.”
Every term a group of OSU faculty participate in the hybrid faculty learning community. Group members each redesign a classroom course for hybrid (a.k.a. blended) delivery in which a substantial portion of the course learning activity takes place online, and face-to-face meeting time is typically cut in half. In this video, Eric Weber of the College of Education describes his hybrid design for SED 412/512 Technology Foundations for Teaching Math and Science.
Beyond individual hybrid courses on the Corvallis and Cascades campuses, some entire OSU graduate programs are now offered in a hybrid format through Ecampus, such as the College of Education’s doctoral program in Community College Leadership.
In what ways are hybrid, fully online and traditional classroom course pedagogy the same? In what ways are they different? For more information about hybrid course design and delivery, visit the Hybrid Course Initiative. And, if you’re interested in participating in the hybrid faculty learning community, see the Request for Proposals for the Fall ’13 program; the proposal deadline is April 30.
Instructors who teach large-enrollment Bacc Core Courses are encouraged to submit proposals to participate in the Spring 2013 Hybrid Faculty Learning Community. Access the latest Request for Proposals for the Hybrid Course Development Pilot Program.
You can learn a lot more about this program and about blended learning in general by visiting the Center for Teaching and Learning’s Hybrid Course Initiative.