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Cathy Simpson, DirectorTechnology Applications Center
[email protected]://tac.nvcc.edu
Patrice Fleck, Project [email protected]
MERLOT Conference 2006
Illuminating Hybrid Course Development
Seminar with MERLOT Learning Objects
Session Objectives
Share how NOVA team developed hybrid seminar that has instructed 110 faculty across 34 disciplines to develop 65 hybrid course repositories
Demonstrate how MERLOT collection was key resource for several course concepts
Explore how MERLOT peer review model was used to design peer review process for hybrid courses.
Establishing a Community
Who We Are
Who Are You?
About NVCC Largest community college of 23 in Virginia
Community College System – 6 campuses Located in the Washington, D.C. suburbs 59,500 credit students annually (unduplicated) 24,500 non-credit students annually
(unduplicated) 5,500 students in distance
learning courses 345 distance learning
courses offered 292 hybrid courses
offered currently
NVCC Student Body/FacultyStudent Body 52% between 18 and 24 years of age 54% female and 46% male 52% Caucasian, 16% African American, 13%
Asian,11% Hispanic, 8% other
International students from 184 countries
Faculty 524 Full Time 1,037 Part Time
Exploring the NOVA Hybrid Course
Development Project
What is a Hybrid Course at NOVA?
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.
• Synchronous Face-to-Face Classroom and Asynchronous Online Learning
• Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning
Types of Hybrid Courses
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 Emphasis:
67/33; 60/40; 50/50; 40/60; 33/67
Hybrid Course Development Seminar
Goals Familiarize faculty with learning theory and best practice of hybrid and online instruction
Assist faculty in re-imagining and re-designing their course
Conduct hands-on hybrid course design and development training
Assist faculty in using Blackboard, eMEETING, MERLOT and other pedagogical tools in delivering their hybrid courses
Establish collegial and interactive network among various faculty developing hybrid courses
Develop learning community for faculty teaching hybrid courses
Hybrid Course Development Seminar
Objectives1. Define hybrid courses 2. Apply learning theory to hybrid course design 3. Identify and apply best practices for hybrid
courses 4. Experience using tools that include
Blackboard, eNOVA/eMEETING, wikis, MERLOT, and webquests
5. Create effective blended course activities6. Participate in peer review process
7. Collaborate to write clear learning objectives 8. Design overall plan for assessing student
learning in course 9. Develop and manage online discussions10. Design and implement hybrid course
repository
MERLOT and the Hybrid Course Development
Seminar
General Information about Seminar Design
Is a hybrid course Offered in 10 sessions over summer Coordinated by faculty director with support from
TAC and ELI Used Blackboard, eMEETING, email, and MERLOT Invited guest experts to participate Incorporated interaction through discussion
forums and group work Produced discipline specific hybrid repositories
Hybrid Course Repository – Set-up Folders & Provide Some
Content Announcement Course Information
• Getting Started• Gen Ed Goals• Attendance Policy• Plagiarism Statement• Netiquette Statement• Role of Student
Assignments Folders Discussion Board with Directions
• Introductions• Q & A• Cyber Café
Resources• College Resources
MERLOT and Course Menu Course Information Assignments Resources
• Hybrid Course Development Resources MERLOT Learning Material Repository
• Teaching and Learning with Technology Resources MERLOT Teaching and Technology Portal
Purpose for Incorporating MERLOT Learning Materials into
Seminar Design As strategy for understanding of course
concepts As model of best practice As example of learning material developed
to offer variety of learning opportunities to meet various learning styles
As means to apply learning theory to hybrid course design
As model for peer review
MERLOT Learning Materials Used in Assignments
The Learning Objects Portal MERLOT Tasting Room (About Us)
• Video Overview of MERLOT Three Hybrid Definition Learning
Materials Parade of Games in PowerPoint Active Learning with PowerPoint Evaluation Criteria for Peer Reviews
of MERLOT Learning Materials MERLOT Teaching/Learning Portal
Developing Successful Blended Activities
Visualize the blended activity process
Model effective blended activity
Develop additional training course
F2F Instruction
Online Experience(s) or Interactions
F2F Activity or Coaching
Online Experience(s)
or Interaction
F2F Performance and Feedback
Online Feedback
Assignment FourComplete online Learning Object Activity. • Type MERLOT URL – www.merlot.org – into your
browser and enter Learning Object Activity in Search box. Or click URL http://ilearn.senecac.on.ca/lop/ to access Learning Objects Portal.
• Click Information in first box in upper left. • Select approach that best suits way you learn to
explore information on learning objects. • Be prepared to share what you learned about
learning objects at our next face-to-face session.
Assignment FiveBy end of session, you will have completed the following in your Discipline-specific Blackboard Hybrid Repository:
• reviewed content already in site and modified or removed any as needed.
• added one Course Objective to site related to learning assignment you will add to site. Reviewing goals and/or objectives listed in Course Content Summary for your course will help you to identify and expand course goals and/or objectives for your course - http://www.nvcc.edu/depts/academic/coursecont.htm
• Identified learning assignment that you will develop. Remember learning assignment should be related to course objective that you added in step two of this process.
MERLOT Learning Object
Learning Objects Portal
http://ilearn.senecac.on.ca/lop/
Assignment During and After the eNOVA/eMEETING Session
Part of session will focus on learning how to use eNOVA as teaching and learning tool.
During remainder of the session, you will explore MERLOT, a learning materials repository. • Please review MERLOT web site prior to
attending session - http://www.merlot.org. • After attending session, identify one learning
material in MERLOT to develop into learning activity in your discipline-specific repository. Be prepared to share your choice at next face-to-face session.
eMEETING Participant Screen
Peer Review Process for Hybrid Repositories
Based on three general categories of evaluation standards used within MERLOT:
Quality of Content • Learning Objectives• Learning Activities
Potential Effectiveness as a Teaching-Learning Tool • Opportunity for Interaction• Course Support
Ease of Use • Getting Started• Navigation• Organization
Exploring Short Online Training Courses:
MERLOT 101 Online andAdapting to Learning Styles
MERLOT 101 Online: Building a Collection of Online Learning
MaterialsMajor Assignments for three week course: Who we are and why we are here Familiarization with MERLOT Creating a MERLOT Member Profile Searching and Browsing MERLOT Starting a MERLOT Personal Collection Building a MERLOT Learning Assignment
(optional)
Troubleshooting is:Identifying trouble spots and developing solutions Anticipatin
g problems
Measuring specific difficultiesAdapting/
creating interventions
Maintaining an ongoing feedback cycle
Principles and Practices Course Design and Developing Blended
Activities Setting Class Expectations Managing Non-productive students and
class climate
Questions