Enhancing Your Hybrid Course with MERLOT Learning Objects

1. Enhancing Your Hybrid Course with MERLOT Learning Objects Cathy Simpson http://tac.nvcc.edu Laura Franklin http://www.nvcc.edu/home/lfranklin Northern Virginia Community College

2. Session Objectives • Define hybrid courses at NVCC • Explore their advantages & challenges • Share learning materials from MERLOT collection to build successful hybrid courses • Provide example of hybrid course using MERLOT learning materials

3. What is a Hybrid Course? Courses where a significant portion of the learning activities are moved online and time spent in the classroom is reduced but not eliminated. They blend in-class teaching and online learning. “The single greatest unrecognized trend in higher education today” – Graham Spanier

4. What are Advantages to Teaching a Hybrid Course? • Encourages integration of out-of-class activities with in-class activities for more effective use of in-class time • Promotes self-directed learning • Enhances computer skills • Presents learning materials in a range of formats

5. Promotes greater student involvement and engagement • Opens new teaching opportunities • Affects way faculty approach their other courses • Offers flexibility for students • Promotes increased attendance • Maximizes physical resources

6. What Types of Hybrid Courses Are There? • Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning • Variety of Combinations of Classroom and Online 90/10; 60/40; 50/50; 40/60; 10/90

7. What Types of Activities Occur During Course Time? • Didactic: Lecture, content centered “covering” material • Discursive: Exploration of ideas through discussion and inquiry • Coaching: Helping students develop and practice skills, often through experiential learning opportunities

8. How Can You Integrate F2F and Online Experiences? • F2F and online are “symbiotic:” • Each can “feed” the other: • Classroom time to build relationships with “ice-breakers” that free participants for deeper discussion online • Classroom activities that are built from points initially developed in online discussions • Developing a “feedback loop” • F2F leads to Online Activity, which leads to more follow-up in F2F session comments by Terry Doyle

9. Online Feedback F2F Performance and Feedback F2F Instruction Online Experience(s) or Interaction Online Experience(s) or Interactions F2F Activity or Coaching

10. WhatTypes of Online Activities Are in Hybrid Courses? • Use of learning objects to learn key concepts, including • simulations, tutorials, exercises, webquests, case studies, presentations • Use of discussion forums and/or chats • Online surveys, pre-tests, post-tests, and tests • Group assignments • Peer review of written assignments

11. Web site development • Internet searches • Brainstorming

12. What are Some of the Characteristics of Effective Hybrid Courses? • Establishes learning environment • Introduction activity • Clearly stated course goals and objectives • Clearly stated course policies and procedures • Getting Started • Technology Orientation • Attendance Policy • Netiquette Statement

13. Designs variety of F2F and online learning activities • Integrates the F2F and online learning activities to meet course goals & objectives • Organizes clearly the F2F and online elements of course

14. What are Some of the Challenges? • Investing time in course redesign • Integrating online activities with F2F meetings • Designing online activities to meet course goals and objectives • Course management

15. Developing new teaching strategies, • facilitating online interactions • assessing student online learning. • Learning new technology skills • Ensuring appropriate workload for students

18. Reinventing FRE 201 MERLOT and the Hybrid course

19. Resisting the urge to build a course and a half Including out of class activities that support in-class work Giving students a variety of motivating tasks Deciding what is best F2F and online Making students aware of their preferred learning styles Providing activities to engage all learning styles Basic Challenges

20. Great Advantages • Reaching more learning styles and keeping student attention • Skill- getting at an individual pace at home • Practice and social learning in class • With MERLOT, I don’t have to reinvent the wheel.

21. Ohio State “Statistical Buffet” • Introductory Statistical Concepts (5 cr) becomes a hybrid course. • OSU implements a "buffet" strategy, offering students a choice of interchangeable paths to learn each course objective. • Active and reflective learning activities to reach all styles.

22. Buffet Analogy "You can think about how people present food to a group," says Dennis K. Pearl, a professor of statistics at Ohio State who is developing the hybrid course. "You can make the best roast beef that you can, but a vegetarian is not going to have a good meal." Chronicle of Higher Education, March 2002, “Hybrid Teaching Seeks to End the Divide Between Traditional and Online Instruction.“ by Jeffrey Young

23. Lectures (live and web) labs small group study sessions videos, training modules oral and written presentations active large group problem solving (TA graded or self-graded) individual and group projects. Sample Activities

24. A Word of Advice “Hands-on is needed for minds-on. “ David Weaver, Physics, Chandler-Gilbert CC

25. Matching MERLOT Sites to Learning Styles • Students choose from one of two LSQs: • Felder/Solaman Index of Learning Styles Questionnaire (North Carolina State) • VARK Questionnaire and Help Sheets

29. Felder/Silverman Learning Style Model • Active learners need to try things out. • Reflective learners needs to think first, than try them out. • Sensing learners like solving problems by well-established methods and dislike complications and surprises. • Intuitive learners often prefer discovering possibilities and relationships.

30. Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. • Verbal learners get more out of words--written and spoken explanations. • Everyone learns more when information is presented both visually and verbally.

31. Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one • Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."

32. Finding the MERLOT Sites • Review Learning Objectives for the week • Isolate broad topics (literature, grammar, culture) • Select items for active learning • Select items for self-directed learning • Review MERLOT Personal Collections

35. FRE 201 Pick Three • For each unit, students choose three activities. • With two weeks to complete assignment, they can choose activities that feature their learning styles. • They share what they learn in the f2f sessions • They will probably sample more than three before they choose.

36. Grammar Temps Ludique S, R Culture Parispourvous A,G,VIS Lit Archivox VIS/VER Culture Promenade Européenne A Lit Chasse Littéraire A Grammar Rfi VIS/VER Lit Petit Nicolas VIS Grammar Conjuguemos S, R Culture Voyage virtuel A,G,VIS Tic-Tac-Toe

37. Searching MERLOT for sites that reach all learners Editor’s Choice and MERLOT Classics 2003 http://taste.merlot.org/awards/2003/