online+: a standards-based approach to hybrid learning
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Using a standards-based framework in hybrid course design, we can select the optimal online learning environment as it pertains to synchronous and asynchronous modalities
Heather Zink, Hybrid Classroom ManagerMatt Otremba, Director of Training & Development
Jennifer Ayotte, Dean, School of Design
A standards-based approach to hybrid learning
• Demonstrate the use of the Hybrid Framework to guide decisions around course design & development
• Utilize learning outcomes as a basis for course development strategies in hybrid models
• Review course activities best suited for face2face & online instruction
• Share instructional resources that will empower faculty to make quality decisions around course delivery techniques
Creating Structure: The Three S’s
• Become solution-focused rather than problem-focused
• Assess the situation – 360 degree (re)view
• Identify standards to guide you
Hybrid Framework Continuum
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GOAL: To create a purposeful alignment of the learning experience, examining the desired student outcomes will drive the decision-making process surrounding the optimal learning environment.
Desired Outcomes Course Type ExamplesEstablishing peer-to-peer connections
to create a community of learnersIntroductory courses
Simulating real-world human interaction
Objectives map to external assessmentLabsQualitative courses, broad topics
Creating a space for real-time problem solving activities
Quantitative coursesLeadership coursesHealth Sciences courses that lead to high pressure decision-making
Providing hands-on experiences to interact with course content
LabsNew software/equipment introduced
Keeping current with field-related trends
Constantly evolving course content
Desired Outcomes of Live Instruction
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Why is it suited for hybrid delivery?
Example: Design Foundations
• A historical perspective: out with the old, in with the new– Poor record of student/course metrics– Must establish and emphasize applied learning – Foundation for all future coursework– Students’ desire for connectivity
GOAL: Creates consistency in the curriculum -- with clear objectives, instructional techniques can be employed to accomplish the desired outcomes.
Modality Distinction
Modality Integration
What are the real-time activities?What can be accomplished online?
“Flipping” the Online Course
Weekly Live Lab – Prep and Assignments“Module 04 Lab – Network Server Installation”1. Download the Lab Guide for this Module's Live Lab Activity2. Watch the Video Demonstrating what you will be asked to
do during this Module's Live Lab Activity3. Go to the Live Lab - Discussion Forum and Make your 1st
Post (due Wednesday by Midnight)4. Attend the Live Lab Session as Announced by your
Instructor (recorded and archived)5. Go to the Live Lab - Drop Box and Make your Submission6. Return to the Live Lab - Discussion Forum and Make your
2nd Post (due Saturday by Midnight)
GOAL: To empower faculty with information to make good decisions around course delivery techniques.
Hybrid Instruction Guide: http://guides.rasmussen.edu/hybrid/ Blended Learning Toolkit: https://blended.online.ucf.edu/
What resources are needed to help teach the course?
Example: Portfolio Development
• One small course, one giant leap– Culmination of all prior coursework– The second most important education “artifact”
for design graduates– Necessary for contact points throughout for:• Works in-progress• Instructor and peer feedback• Portfolio presentations
– Consistency an absolute MUST
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Contact InformationHeather Zink Hybrid Classroom Manager
[email protected] twitter.com/heatherannzinkwww.linkedin.com/in/heatherzink952-230-5068
download slides: http://heatherzink.wordpress.com
Matt OtrembaDirector of Training & Development
Jennifer AyotteDean, School of Design
[email protected] twitter.com/rasmussenwww.linkedin.com/in/jenniferayotte 239-477-2153