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Activities 1
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6 | 7 | 8
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Activity
1 Resources
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Is Online
Learning Right for Me? [learner] |
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This self-assessment is a
learner assessment from CCC Online. |
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E-Learning
Orientation -
Pre-Assessment Questionnaire |
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This self-assessment is a learner assessment
from Foothills. |
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Pre-Assessment Survey for the Online learner |
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This self-assessment is a learner assessment
from e-moderators. |
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Is Online Teaching for Me?
[instructor] |
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This interactive assessment provides
feedback about the instructor's readiness to teach within an online
learning environment. |
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Assessing Your Readiness as an Online Instructor |
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This tool alerts
you to the attributes that characterize preparedness of online teaching.
[Adapted from work
done by Dr. Marsha Leeman-Conley] |
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Activity
2 Resources
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Hybridizing Your Teaching |
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This CCC web site provides an overview of
the hybrid concept. Among other things, it articulates CCC's
definition of hybrid courses and offers information about their value. |
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End the Divide Between Traditional
and Online Instruction |
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This article examines the preferences of
instructors and students for hybridized learning experiences over the
either/or choice of onsite or online. |
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Why Teach Hybrid? |
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This site offers four reasons for creating
hybrid learning environments. |
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What's a Hybrid Class? |
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Check your understanding of CCC's definition
of a hybrid course by testing it against these scenarios. |
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Preparing to Teach Hybrid Courses |
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This meaty power point presentation gives useful
information about the definition, configuration, and values associated
with hybrid course offerings. |
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What is Required of Faculty? |
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This University of Wisconsin site lists
three primary areas of commitment connected with the hybridization of
on-campus courses . |
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Activity
3 Resources
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What is different about Teaching
Online? |
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The article challenges us to think about how
hybridizing a course is more than transferring f2f activities to the
web. |
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Instructional Design Issues in
Creating Online Courses |
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This article defines instructional design,
identifies reasons for online learning experiences from a good principle
perspective, and nixes instructor-centered teaching approaches online in
favor of learner-centered designs, and more. |
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Teachers and Constructivism |
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This article provides an introduction to
constructivism and has a section entitled "Constructivism and the
Computer Connection." |
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Activity
4 Resources
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Use of Online Learning in the
Hybrid Classroom |
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This resource give an overview of the types
of strategies used in the online courses at CCC that have application in
hybrid courses as well. |
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Maricopa's Hybrid Courses |
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This website is gives an overview of
Maricopa's vision and application of hybridization of courses. It
includes an index of hybridized courses that have been submitted by
instructors from assorted institutions. The
Hybrid Course Gallery invites all to submit their course
concept/structure via a submission form which adds it to the gallery.
You may want to read those posted and add your own when you complete the
process. |
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"Powerful Online Courses Using
Multiple Instructional Strategies" |
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this site discusses a wide range of
strategies--learning contracts, discussion formats, self-directed
learning, mentoring, small group work, project method, case study, and
forum. |
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A Brief summary of the Best
Practices in College Teaching |
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This resource will provide you with many
ideas from which to build hybrid applications to your on-campus course. |
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Uni. of Wisconsin-Milwaukee Hybrid
Development Project |
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This website shares the UWM's experience
with hybridizing: project info, resources, rationale, student
preparedness, faculty samples, and articles.
Be sure to note: |
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UWM's Learning Center Samples: A
collection of some sample activities being used as hybridizing
components.
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UWM's Course Samples: This site allows
visitors to see a minimum of the course components. However, Sally
O'Connor's syllabus (Course Information) for Small Groups and Rachel Spilka's syllabus (Course Information) for Adv Technical Writing
give you some examples of how a syllabus might be used to introduce the
hybrid experience to students. |
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Also seek out these links from the primary
UWM site. |
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[5] "Difficulties with Hybrid Courses"
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Merlott's Free Learning Objects/Modules |
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Guide to Basic
Essay Writing |
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Paradigm Online
Writing Assistant |
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The Valley of the
Shadow: Two Communities in the American Civil War. |
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Animation of the
Sulfur Cycle |
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Jeu De L'oie:
Apprendre et pratiquer le francais en s'amusant |
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Activity
5 Resources
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[10] "Lessons Learned from the Hybrid
Course Project"
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Integrating Online Assignments into
Your Course |
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This site has includes a heuristic tool that
guides your development of a hybrid assignment. |
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Index of Theoretical Resources
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This site lists multiple links to specific
learning theory sites and references for project-based learning. |
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Virtual Teaching Site for Teaching
with Technology |
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This site categorizes teaching/learning
activities from various disciplines. It offers examples of
technology to support specific learning objectives. [Worth your time!] |
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Ted's Cooperative Learning E-Book |
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From Ted Panitz's website link to his e-book
or other cooperative learning resources. |
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Excerpt from Sandra O'Connor's
syllabus for a hybrid course. |
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This syllabus informs students about the
nature of O'Connor's hybrid course and the demands it puts on students.
Useful as a sample of a revised hybrid syllabus. |
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Activity
6 Resources
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Three Frameworks for Activity
Integration |
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Three frameworks--one based on sequence, one
based on stages, and one based on steps are explained. |
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Sample Learning Cycle |
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Scroll down the page to view the
instructional cycle activities. |
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Framework 1: Sample
Illustration of Integrated Activity Model |
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Beginning online and onsite components are
illustrated. Focus is on relating new content to knowledge and
information that learners bring to the activity initially. |
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Guidelines for Good Practice:
Technology-Mediated Instruction |
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This site emphasizes technology use in
relation to Chickering and Ehrmann's Principles of Effective Practice. |
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What Works - Tips
from Instructors |
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This West Virginia University site lists
best practices and teaching tips for instructors wanting to better use
WebCT. Specifically, the tips from Instructors link lists
activities and advice to improve the online experience. |
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Activity
7 Resources
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Samples of Learning Modules |
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Evaluating Online Information
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Caesarea
Modules |
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Select
the science module Southend EAZ: Select science model |
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Medical
Gross Anatomy Modules |
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Cultural Environmental Studies Learning
Modules: |
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Radon Quest
(a Web-Quest) |
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Virtual Academy: Fire Science Modules |
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Conflict Transformation Module |
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Photoshop |
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Module on DreamWeaver |
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Conflict and Consensus
Building |
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Community Empowerment |
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Washington State Learning Modules |
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Activity
8 Resources
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Questions for Reflection on
Creating Hybrid Courses |
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This pdf file lists ten questions to guide
you in your planning of your hybrid course. It will complement the
process describe in "Turning your Ideas into Action." |
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Turning your Ideas into Action |
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This visual's content supports your
developing a matrix to support your planning of your hybridizing
tasks. |
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Sample Planning Document |
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This planning document illustrates Lucy
MacDonald's approach to coordinating her planning of offline and online
instructional components. |
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Considerations for Developing
Evaluations of Online Courses |
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This article from the Journal of Asynchronous
Learning Networks will support your consideration of
criteria for assessing your online teaching components as you build your
Action/Work plan. |
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Rubrics for Assessing Interactive
Qualities of Distance Learning Courses |
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This rubric is valuable because it
articulates five elements that are assessed as low, moderate, or high
interactive qualities: Social/Rapport Building, Instructional Design,
Technology Resources, Learner Engagement, Instructor Engagement. |
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McS © Chemeketa Community College | 2003
| Summer 2004 |
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