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Hybrid Course Design for the Not-Yet Convinced

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Casey Burkholder

on 5 March 2014

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Transcript of Hybrid Course Design for the Not-Yet Convinced

Hybrid Course Design for the Not-Yet Convinced
Our Experiences
It wasn't all smooth from the beginning.

Training needs to be available well in advance.

As instructors, we need time to feel our way through the system, and to figure out how lecture capture might be used to enhance our students' in-class experiences.
Advantages Disadvantages

An example from our practice

Some ways to facilitate the extra time.
Immersive experience

Tutorial experience

Opportunities for group work, to share, edit, question, recommend, and enhance learning.

What can we teach by talking at people?
Take a moment, and speak to the people around you. What we'd like to get you thinking about is this:

In our various disciplines, what can we teach through talking?

How does lecturing help deliver course content?

Deborah Dysart-Gale & Casey Burkholder
What is a flipped course?
How might this work in your context?
Where are we from?
Let us begin by mapping the disciplines in the room.

What have you heard about hybrid course design?

Any reservations? If so, what might those be?
Situating Ourselves
Much more than capturing a lecture.

How might you facilitate the extra time?
What would a flipped course format allow for in your classroom?

Our course, ENCS 5721, offers a “flipped” course format. What this means is that each student is required to watch online lectures, prepare assignments for class, and spend class time reviewing assignments, work-shopping writing and oral outputs, and working in small groups to enhance their speaking, writing, and editing capabilities. In this, students receive a large amount of instructor hands-on time in class to help them in one-on-one interactions. Briefly stated, students will get from this course what they put into it.

Bergmann, J., & Sams, A. (2012). Flip your classroom: How to reach every student in every class every day. Washington, DC: International Society for Technology in Education.

Lage, M., Platt, G., & Treglia, M. (2000). Inverting the Classroom: A gateway to Creating an Inclusive Learning Environment, Journal of Economic Education, 30-43.

Pacansky-Brock, M. (2013).
Best practices for teaching with emerging technologies
. New York, NY ; London, U.K. : Routledge.

Talley, C. P., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a "flipped" STEM course. The Journal of Negro Education, 82(3), 339-347,357. Retrieved from http://search.proquest.com/docview/1462798738?accountid=12339
Hybrid Course Design, or When to Flip
If you were to think about employing a hybrid course design in the context of your discipline, how might this mode of instruction work in your context?
What can't we teach through lecturing?
What might the traditional chalk & talk (or PowerPoint & talk) method of instruction be lacking in regard to the teaching of our specific disciplines?
Flipping Your Course
What is it exactly?
Let's go back to the discussion we had on the advantages/disadvantages of flipped course design.

Think of one course you are currently teaching (or, if you are a student, taking). How might you flip some of the content? What might you do?
Moving direct instruction from the classroom to online videos and materials students access outside class time- allows students to pause, rewind, fast forward, and take control of their learning experience.

Lage, Platt & Treglis (2000) promoted the idea of the inverted classroom where the "events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa" (p. 32).

Bergmann and Sam (2012) - high school science teachers who asked, "what is the best use of face-to-face time with students?" (p. 25).

Pacansky-Brock (2013) suggests that teaching with emergent technologies is experimental, and educators should be prepared to try new tools, and learn which tools work best for their specific circumstances.

Talley & Scherer (2013) found that student performance increased in a flipped-course model in an undergraduate psychology class.
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