Tag Archives: avoiding pitfalls in hybrid course delivery

Student-to-Student Learning: Between the Creative and the Practical

After considering the listed pitfalls, I felt #5 left me with the most to learn and the most room for improvement. In an environment increasingly driven by meeting institutionalized learning outcomes, sometimes I wrestle with how to let go of … Continue reading

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Letting students with different backgrounds to learn from each other in a (hybrid) “integrated design” learning environment.

WSE 425/525 “Timber tectonics in the digital age” exposes students to integrated design practices, in which architects, engineers and fabricators are all engaged in the early design phases. In the actual practice, these different professional figures really learn from each … Continue reading

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Get the students talking

I’m working with CTL to design a hybrid course. My course is called Launch Academy and it brings together students from any major who want to launch a new venture while in school. Every student has a different business idea, and … Continue reading

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How to Create Peer to Peer Engagement Online in a Hybrid Course

One of the common pitfalls in online course design is not creating opportunities and engagement for students to discuss, critique and learn from one another in the online environment. I will avoid this in my hybrid class by: Emphasizing the … Continue reading

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Becoming “The Guide on the Side”: Centering Students in Hybrid Courses

As long as I’ve been a Spanish teacher (sixteen years now!) we as a profession have been talking about and moving toward student-centered, content-based, and task- or project-based teaching; language instructors have long since stopped seeing themselves as the proverbial … Continue reading

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Sage on the Stage

Online Course Design Pitfall #3: Insist on being the “sage on the stage.” According to Elizabeth St. Germain’s article, “Five Common Pitfalls of Online Course Design,” she discusses how teachers, instructors and professors often teach using the pedagogy that they … Continue reading

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Creating Knowledge Through Hands-on Experience

The re-worked KIN 511 will require students to apply the rote muscular anatomy knowledge to hands on skills of palpation and identification on a living person as well as acquisition of new evaluative skills that they will be expected to … Continue reading

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Transitioning from Content Delivery to Skills Facilitation

By Inara Scott In the not-so-distant past, if you wanted to learn about a specialized content area–say, eighteenth century literature, nuclear fusion, or microeconomics–you had to go to college. Specialized information about these subjects lived in the mind of professors, … Continue reading

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Integrating online and in-class workshops

Online Course Design Pitfall #5: Ignore the ways students learn from each other.  WR 324 is already heavily collaborative:  students read each other’s first drafts and write peer reviews, which are keyed to specific learning outcomes for each writing assignment. … Continue reading

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Planning a Hybrid Class – Pitfalls to Avoid

Similar to a face to face class, many components go into a successful hybrid class, and similar to a face to face class, an instructor has to be aware of potential pitfalls. According to Elizabeth St. Germain, author of Five … Continue reading

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