Hybrid development is considered daunting, what does this mean for faculty and the instructional designers when developing hybrid courses? What challenges can be expected?
Presentation Abstract:
†††† As Instructional Designers, our role in the development process is to, ìcraft the appropriate learning experience whether building the course or not...you [Instructional Designers] want the learner to acquire information in a context that is relevant and have them make the types of decisions that are similar to what theyíd do outside of the learning environment (Kuhlmann, 2014).î Guiding faculty members to achieving these goals is a challenge, particularly with fully online coursesóbut both parties still see student success as a result of attaining these goals.
††† For some, the solution to provide the freedom associated with fully online course, but the power of the classroom space has become what is sometimes referred to as blended learning, but also as hybrid courses. A hybrid course is effectively leveraging classroom seat time and/or space and integrating external course resources to create a single course experience. External course resources can include, but are not limited to; virtual environments, service learning, field experience, and action projects (The Oxford Group, 2013).
††† What does this mean for faculty and the instructional designers working as partners in the development of hybrid courses? What challenges can be expected? Currently, blended learning or hybrid course design is currently labelled better than the fully online offerings (Friedman, 2015). What can faculty members do in order to prepare to develop a hybrid offering? What tools should faculty have at their disposal to create the ultimate hybrid experience? Is hybrid for your University?
Presentation Description:
This presentation will highlight the experiences of Instructional Designers who are actively working with faculty in developing innovative hybrid courses that maximize learning opportunities. This is to provide advice to others who, may in the future, be developing their own hybrid course offering(s) and outline considerations developers should Those who attend will have an opportunity to start developing aspects of their future hybrid course(s).
Presentation Goals:
This presentation is designed to assist faculty or other instructional designers in comprehending the challenges associated with developing hybrid courses.
This presentation is facilitated to assist faculty or other instructional designers in constructing elements of a hybrid course.
Presentation Objectives:
At the end of this presentation, participants will be able to:
ï Define Hybrid Courses
ï Identify the challenges associated with developing hybrid courses
ï Construct aspects of a hybrid course.
Presentation Outcomes:
When provided the resources and tools for developing hybrid courses, participants will be able to contribute to hybrid initiatives and create aspects of hybrid courses.
Presentation Elements:
∑ †††††Discussion: a 5-minute facilitated, quick-start conversation to kick off the lab session:
ï The facilitators ask those present in the lab what they currently know about hybrid and their definition of hybrid.
ï Facilitators provide background as to what inspired the presentation (FIU Online Hybrid Pilot) and what is the intended end result of the presentation.
∑ †††††Demonstration: a 20-minute presentation or interactive demo:
The facilitators share a brief overview of the considerations for creating hybrid courses as grouped below. Once that background information is provided and warm-up activities have taken place (7 minutes), participants will be grouped into teams (depending on the amount of participants there may be 2 or more of the same group):
ï Syllabi
ï Blending Courses
ï Learning Experiences
The teams will be provided a course syllabus that is not blended and will be assigned questions, based on the prior mentioned considerations for each of the areas: syllabi, blending a course and creating learning experiences. They will then be responsible for identifying flaws within their assigned areas or making new observations on the considerations as aforementioned. (13 minutes).
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Innovation: a 20-minute lab session for participants to process, discuss and apply the concepts and practices shared
ï Teams present findings and reflect on practical application in their own instructional context.
ï Facilitators provides an exemplar sample of a hybrid course(s).
End of Presentation.