HYBRID COURSES

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HYBRID COURSES LESSONS LEARNED FROM THREE
INSTITUTIONS

• Presented by
• Northeastern University, Boston
• University of Wisconsin at Milwaukee
• - University of California at Los Angeles

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PANEL MEMBERS

• Alicia Russell
• Northeastern University
• Hybrid course program offerings
• Robert Kaleta Jay Caulfield
• University of Wisconsin-Milwaukee
• Faculty development for hybrid courses
• Ruth Sabean
• UCLA
• Institutional perspective

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SESSION OVERVIEW

• Introduction Definition
• Courses programs Northeastern University
• Questions
• Faculty development UW-Milwaukee
• Questions
• Institutional student issues -- UCLA
• Questions
• Questions and discussion

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HYBRID COURSE DEFINITION

• Definition
• Courses where a significant amount of learning
  has been moved online making it possible to
  reduce the amount of time spent in class
• Partially online
• Partially face-to-face
• Terminology
• Hybrid
• Blended
• Mixed-mode

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HYBRID COURSE DEFINITION (continued)

• Hybrid courses are
• NOT traditional distance education courses
• Not entirely online
• NOT simply traditional classes with a Web site
• Online time replaces some classroom time
• NOT just transferring information to the Web
• Involves an extensive course redesign
• NOT all alike
• Many different formats and schedules are possible

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BASIC HYBRID CONCEPT

• Students spend more time working individually and
  collaboratively on assignments, projects, and
  activities
• Faculty spend less time lecturing and more time
  reviewing and evaluating student work and guiding
  and interacting with students

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NORTHEASTERN UNIVERSITY

• How Hybrids Evolved at Northeastern
• Faculty Training/Support
• Student Training/Support
• Expansion of Hybrid Courses
• Institutionalizing Hybrids
• Lessons Learns
• Next Steps

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HOW HYBRIDS EVOLVED AT NU

• Saw NMC presentation on Hybrids in 1999
• Wanted to bring the concept to NU
• Looked for academic partner and funding
• Identified faculty champion in the Writing
  Program
• Discovered that hybrid format could solve
  problems in upper level writing courses

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HOW HYBRIDS EVOLVED AT NU

• Won seed money from Provost for pilot in 2000
• Following successful pilot, won Davis funding to
  expand program
• Established Davis Fellows program
• Developed Web materials for faculty and students
• Web site for AWD
• Hybrid Training site
• Discovering Blackboard for students

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FACULTY TRAINING/SUPPORT

• EdTech Center offered initial faculty training
  for AWD pilot
• Designed with AWD instructors the Hybrid
  Institute for Davis Fellows
• Worked with AWD instructors to develop online
  training program for AWD instructors
  (www.hybridtraining.neu.edu)
• Developed Early Intervention Certificate Program
  and other programs with teams of faculty
  (www.earlyintervention.neu.edu)

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STUDENT TRAINING/SUPPORT

• Developed online tools that would serve multiple
  purposes
• Online Tutorial to teach students how to use
  Blackboard (www.discoveringblackboard.neu.edu)
• Module for students on how to take hybrids
  (www.earlyintervention.neu.edu/
• succeeding_online)
• Student Survival Guide based on student comments
  (www.anatomyandphysiology.neu.edu)
• When Technology Fails documentation
  (www.edtech.neu.edu/workshops/materials/
• teachwithbb/materials/failure/)

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STUDENT TRAINING/SUPPORT (continued)

• Worked with library to streamline online access
  to library databases
• Negotiated for extensive support through Help
  Desk/Info Commons

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EXPANSION OF HYBRIDS

• Hybrid course design expanded to undergrad
  courses in music and psychology
• Developed Early Intervention graduate certificate
  program
• Currently piloting AWD course for summer short
  course
• Currently working with CBA to develop part-time
  MBA program

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INSTITUTIONALIZING HYBRIDS

• Developed cross-college committee to understand
  the distinct issues related to hybrid
  instruction(each college will make own decision)
• Drafted guidelines for developing teaching
  hybrids
• Demonstrated the value of hybrid format to
  support institutional goals

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LESSONS LEARNED

• Obtain institutional support
• Work with a faculty champion
• Choose a problem (problems) to solve
• Provide online and face-to-face training and
  support to students
• Work with faculty in cohort groups
• Develop ways of assessing value/success of
  hybrids
• Look for ways hybrids support institutional goals

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NEXT STEPS

• Get sign off from Faculty Undergraduate and
  Graduate Curriculum Committees on hybrid
  guidelines
• Develop Intro Psychology hybrid
• Work with Adult Continuing Ed to develop
  certificate programs in hybrid format
• Work with EdTech Advisory Board to develop hybrid
  programs in other colleges
• Demonstrate value of offering hybrids in summer
  short courses

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UNIVERSITY OF WISCONSIN-MILWAUKEE
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HYBRID COURSES AT UWM

• Original hybrid course project
• Web resource
• Faculty development program
• Work with 16 faculty
• Drivers for hybrid courses
• Initially faculty faculty development center
• Bottom-up support
• Evolved to department and school/college interest
• Middle-level support
• Institutional goals and mission
• Top-down support developing

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HYBRID COURSE FACULTY DEVELOPMENT

• Overview
• Faculty development program description
• Outcomes of faculty development program
• Tips for successful faculty development

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FACULTY DEVELOPMENT PROGRAM DESCRIPTION

• Purpose
• Design, develop, and teach hybrid courses
• Practical approach
• Leave with course material developed
• Hybrid format
• Face-to-face meetings, online assignments, online
  and face-to face discussions, and integration
• Facilitators
• Experienced teachers

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FACULTY DEVELOPMENTPROGRAM OUTCOMES

• Start of a redesigned course
• Course redesigned plan
• Course syllabus
• Learning modules
• New teaching skills and knowledge
• Facilitate an image and mine interaction
• Online assessment techniques

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FACULTY DEVELOPMENT PROGRAM OUTCOMES

• Know what to expect
• Student expectations
• Technology issues
• Teaching challenges
• Tips and pointers
• Questions answered
• Experienced hybrid instructors
• Early start on course redesign

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TIPS POINTERS

• Successful faculty development program
• Incentives for participation
• Participants with prior experience using
  technology
• Involve experienced hybrid teachers as
  facilitators
• Plenty of time for participant interaction
• Focus on pedagogy
• Hybrid Format
• Continuing support

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INSTRUCTIONAL TECHNOLOGYA BRIEF UCLA HISTORY

• College Landmark decision 1997
• Instructional Enhancement Initiative
• Credit-based fee for websites labs
• A website for every undergraduate course
• Support Model 100 distributed
• Innovation at the grass roots

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BUILD ON STRENGTHS (AND WEAKNESSES) OF YOUR
INSTITUTION

• At a large research institution
• Faculty are researchers who also teach
• Students expect to do research
• IT staff are distributed throughout academic
  departments and do everything IT
• Primary drivers to any change in instruction are
  
• Improved learning, including the enjoyment of
  learning
• Adding the research experience
• Individual Innovation

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A STRATEGY FOR PROGRESSA CASE STUDIES APPROACH

• Build on the current academic culture processes
  
• Attack critical, recognized problems
  over-enrolled courses
• Build on strengths research and teaching
• Track and assess from all perspectives improved
  learning is the primary motivation
• Learn as individuals technology and pedagogy can
  bridge disciplines and instructors
• Learn as an institution share results decide
  how to expand

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ENSURE VALUE ATTACK COMMON PROBLEMS AND SHARED
GOALS

• Define an institutional focus, for example
• over-enrolled courses or other capacity issues
• direct research experience for undergraduates
• engage key units who will help provide
  continuity examples Center for TL Library
  Registrar
• Ensure departmental support for sustainability
• project vision defined by multiple faculty
• leadership vested in outcome continuity
• contribute resources for example, IEI and local
  technical staff
• Ask Deans to support
• faculty release time or teaching assistant

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UCLA FACULTY THE BLENDED SCHOLAR

• When they teach, they are first foremost
  scholars
• Course content is developed by each instructor
• Each delivery is a new opportunity to update with
  the newest research and their areas of interest
• There is little formal recognition for
  instructional innovation or teaching in the
  reward process
• They tend to create before they seek/adapt the
  work of others

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UCLA IT STAFF THE BLENDED EMPLOYEE

• IT staff are distributed throughout academic
  departments
• Responsible for all aspects of IT, not just
  instruction
• Provide on-the-spot assistance available for
  faculty and teaching assistants
• They tend to create before they seek/adapt the
  work of others
• Majority have no specialized training in
  instruction learn on the job

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UCLA THE BLENDED STUDENT

• Arrive in awe of academia and at being at UCLA
• But, add UCLA to an already complex life work
  study service socialize
• So, attendance drops as class size increases
• But, they desire more contact with faculty
• So, they want traditional delivery
• And, they want online everything

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BUILD ON THE ACADEMIC CULTURE PROCESS AND
INSTITUTIONAL DRIVERS THE RFP

• Top down AND bottom up
• Institutional funding
• Individual faculty interest
• The RFP process has its own value
• Generates broad interest provokes thinking
• Quantity types of responses give information
  about faculty readiness, type of need, potential
  for growth
• Faculty review/selection committee are champions
• Selection process
• Enables the institution to match resources
  projects
• Focuses resources on those who are motivated
  ready

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RFP IMPLEMENTATION BLENDED INSTRUCTION CASE
STUDIES

• Fall 03 Call for Letters of Interest
• joint faculty-staff committee selected 5 of 13
  proposals to invite to develop more detailed
  proposals
• one course dropped out due to lack of
  departmental support
• faculty agreed to participate in the assessment
• Winter 04 Blended Course Proposals
• three of the four proposals selected
• Life Sciences direct research experience
• Political Science online lectures merge 2
  courses
• Statistics interactive exercises labs
• First pilots to be delivered in winter and spring
  quarters 2005
• Fall 04 Intend to solicit 2 more proposals with
  final funding

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UCLA BICS BUDGET

• Resources
• Two-year commitment of a total of 300K
  2003-2004 200K 100K in 2004-2005
• Expectation of campus matching resources (outcome
  exceeded expectations 264K for 3 projects)

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UCLA BICS BUDGET (continued)

• Expenditures
• Additional staff with needed expertise
• half-time faculty coordinator pedagogy
  assessment
• part-time post doc assessment
• Matched funds with Deans for faculty release
  time/summer ninths
• Graduate student stipends to work on content with
  faculty and IT staff
• Project Costs Average 40K 14K - 56K
  matching resources

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UCLA BICS ASSESSMENT

• What will go into the case studies?
• Faculty perspective Attitude, experience and
  workload
• Student Perspective Attitude, experience and
  learning
• IT infrastructure services readiness,
  experience, workload
• Administrative Policies and practices courses
  facilities teaching and learning

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UCLA BICS ASSESSMENT (continued)

• Who is doing the assessment? Team composed of
• Cognitive psychology faculty member learning
  retention transferability
• Office of Undergraduate Research faculty
  experience
• Student Affairs Information Research student
  experience
• BICS Coordinator
• BICS Post-doc
• How? Online questions interviews focus groups
  journals

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RESOURCES FOR HYBRID COURSES

• UWM Hybrid Course Web Site
• hybrid.uwm.edu/
• Teaching With Technology Today -- Hybrid issue
• www.uwsa.edu/ttt/browse/hybrid.htm
• UWM Student Hybrid Course Web Site
• www.uwm.edu/Dept/LTC/hybridcourses.html
• Ruth Sabean, UCLA (rsabean_at_ucla.edu)
• www.college.ucla.edu/edtech/bics