CTL invites OSU faculty to submit brief proposals to take part in the Hybrid Faculty Learning Community in Spring 2018 and redesign an established Corvallis campus course as a hybrid course. Special consideration given for large-enrollment Bacc Core courses. The proposal due date has been extended to Jan. 22. See Call for Hybrid Proposals. Professional development funding is provided!
Archives for Hybrid Courses
The Center for Teaching and Learning invites OSU faculty to submit proposals to participate in the Hybrid Faculty Learning Community in Spring 2018 and redesign an established Corvallis campus course as a hybrid course. Special consideration given for large-enrollment Bacc Core courses. Proposals are due Jan. 8, 2018. Professional development funding is provided. See Call for Hybrid Proposals.
The Center for Teaching and Learning surveyed OSU Corvallis and Cascades campus faculty in Oct. 2016 to determine effective hybrid teaching practices from the perspective of instructors. Results: There was significant consensus among the 28 respondents from 7 OSU colleges. More than three-fourths of the instructors that used each of the following 11 practices rated these practices as “very effective” or “extremely effective”:
- Student-to-student interaction in both classroom and online environments
- Lectures of less than 15 minutes interspersed with other class activities
- Prompt and specific feedback given on assessments (e.g., quizzes, papers, projects)
- Real-world applications to connect theory to practice
- Active learning (e.g., think-pair-share, problem-solving exercises, group work)
- Group activities that have both an in-class and out-of-class component
- Learning activities outside of class prepare students to participate in class meetings
- Online content/learning activities referred to during face-to-face meetings to reinforce
- Student-to-instructor interaction in both the classroom and online environments
- Integration between classroom and online learning environments
- Classroom discussions
How many of these practices do you use in your teaching?
See Effective Hybrid Teaching Practices for a summary of the survey findings.
1 – The Transformative Curriculum Professional Learning Community supports OSU faculty in defining and designing cross-disciplinary courses that transcend traditional academic boundaries. See the Transformative Curriculum Request for Proposals for details.
2 – The Hybrid Faculty Learning Community supports faculty redesigning Corvallis campus courses as hybrid courses. See the Hybrid Faculty Learning Community Request for Proposals for details.
Both learning communities are offered in a hybrid format that blends on-campus meetings with online resources and interaction. Both programs offer professional development funding for successful completion.
Proposals for these programs are due June 10. Space is limited; apply now!
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!
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?