Designing Hybrid Instruction

Learning Technologies

January 24, 2003

Who is here?

• Division, college• Have been with the district more than 5 years?• Full time - Part time?• Have taken a hybrid or online course?• Have taught a hybrid or online course?• Have taught a distance learning course? Online, video

based• Currently has a Manila web site, other web site, uses

WebCT• Knows at least three other people in this room?

Agenda

• Sign up for course credit• Meet your curriculum partner• What is learning technology• Course goals• Introduction to the course• WebCT• Enduring understanding for courses• Bloom’s taxonomy• Wiggins and McTighe - Backward Design• Closing

Course for Credit

• Twenty-four (24) hours of time– 9 hours in class– 15 hours online

• Two (2) units• Pass/Fail• Hybrid delivery• Jan 24, 31, Feb. 7 face-to-face meetings 12:30 to

3:30 Don Bautista Room, Hinson Center• Feb. 9 end of course

Curriculum Partner

• Will offer feedback for the following:– Enduring understanding– Goals and Objectives– Assignments– Lesson design or redesign

What is Learning Technologies?

Learning technologies is the use of technology to produce a long-term change in human capability. The technology we use can be one or more of the following: tools, process, methods, and knowledge that produce repeatable, predictable, and desired results.

Research on Instructional Design - (Carnegie-Mellon)

• Problem-based learning leads to higher performance and greater retention than lecture-based.

• Concept development is enhanced when definitions and “real-life” examples are included.

• Multiple representation modes allows for more students to be successful.

• Individual learning (mentor-student) consistently leads to the highest levels of learning.

FHDA Realities

• Measure E and increased enrollment impact our facilities

• Non-traditional students are our majority population

• Home access to technology (web access) for students and faculty is *probably* above 85%

Course Goal

• Participants will follow the instructional design process to create a design document for a hybrid lesson.

• Participants will increase their understanding of the process by sharing their lessons with other instructors and reflecting what they have learned in the course.

Maybe Even More Important!

• Redesign or create a lesson• Share with other instructors• Observe oneself as a student in a hybrid course• Consider alternatives for how lessons are developed and

delivered• Get to know the learning technologies group at FHDA and

how we can support your efforts• Enjoy the next two weeks

Course Requirements

• Complete 4 online assignments and prepare a presentation• Due dates

– Sun, Jan. 26 introduce yourself – Tues. Jan. 28, post your goals and objectives – Thurs. Jan. 30, critique your curriculum partner’s goals and

objectives– Wed. Feb. 5 post your design doc.– Thurs. Feb. 6 Prepare a brief presentation– Sun. Feb. 9 critique the course

• View course from multiple perspectives

Course Overview

• Five Topics– Warm Up

– Class Notes

– Resources (not in every topic)

– Assignment

• Course URL

WebCT

• WebCT is a course management tool.

• WebCT is one component in technology enabled learning.

• WebCT is one of the world's leading learning management system especially for education.

Enduring Understanding from Wiggins and McTighe

• Enduring

• At the heart of the discipline

• Needing uncoverage

• Potentially engaging

• Worth remembering over the long-term

Enduring Understanding for DHI

• Have I designed my lessons so students can achieve the outcomes I have identified as important?

• Have I provided multiple opportunities for students to demonstrate the highest levels in the cognitive domain?

• Have I taken advantage of available technology, media, tools, and the classroom to maximize the learning experience for all my students?

Enduring Understanding

• Write the enduring understanding for your course.

• Share this information with your curriculum partner.

• Give feedback to your curriculum partner related to his/her understanding.

Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom’s Taxonomy

• Knowledge– Recall and recognize (define, state, name write)

• Comprehension– Understand and puts into own words (explain,

identify, illustrate)

• Application – Use the information (demonstrate, show,

perform)

Bloom’s Taxonomy

• Analysis– Break down into parts (compare, analyze,

justify)

• Synthesis– Form something new (summarize, discuss,

relate)

• Evaluation– Judge the value (determine, defend, criticize)

Assignments

• Work with your curriculum partner to identify the level of Bloom’s Taxonomy for each objective listed.

• Compare your answer with another group.

Bloom’s Taxonomy (My answers)

1. Comprehension

2. Analysis

3. Synthesis

4. Application

5. Synthesis/Evaluation

6. Analysis

7. Comprehension

8. Knowledge

9. Evaluation

10. Comprehension

Six Facets of Understanding Wiggins and McTighe

• Explain (knowledge, comprehension)

• Interpret ( comprehension, analysis)

• Apply (Application)

• Perspective

• Empathy

• Self-Knowledge

Assignment 2

• Review the objectives, classify according to Wiggins and McTighe. Work with your curriculum partner.

Wiggins and McTighe (My answers)

1. Explain

2. Interpret

3. Perspective

4. Perspective

5. Self-Knowledge

6. Perspective

7. Empathy

8. Interpret

9. Self-Knowledge

10. Interpret

By Next Friday

• Introduction, Goals and Objectives, Critique goals and objectives of your partner

• Review in course– Orientation– Develop Goals and Objectives– Develop an Assignment