3 Designing for student learning. The Delivery

The Pressbook

  1. Supports embedding in ILS systems and Google Analytics.
  2. Supports the embedding of  HPS activities maximizing self-directed learning and student engagement.
  3. Supports Communication-  The book can be designed to include classroom norms- communication and course policies and expectations.
  4. Responsive- Pressbook accommodates live edits and content changes to address the new information needs of the students. Can be updated in sections, and downloadable in sections or as the whole book.

 

 

 

Developing Hybrid Instruction

Questions to Consider.

Saichaie in Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions gives a  few questions that we should address as we develop hybrid instruction.

  • What is your level of experience and motivation with courses in Blended, Flipped & Hybrid
  • What is your students ‘level of experience and motivation with courses in BFH settings?
  • What do you want your students to know, do, and value at the end of the class?
  • How much of your class will be face-to-face and how much will be online?
  • How will you know if your students are learning?
  • How will you integrate student-centered pedagogies so students can apply what they are learning?
  • How will you create community and engagement?
  • How will you employ technology that is inaccessible and relevant to your course?
  • How will you know if your class is meeting its goals?
  • How will you accomplish all of this with so many moving parts?
  • How will the campus ensure your efforts are supported and rewarded?

 

Download Designing Instruction for Transitions (1)

In-Person

 

In-Person

CONTENT
Cognitive Presence

Teaching 
Providing opportunities to learn-explore, reflect and construct meaning.
Learning 
Cognitive engagement refers to the mental effort directed toward understanding/mastering knowledge and skills (Zhu, 2006).
  • Create an inclusive curriculum
  • Connect content with lived experience
  • Create activities that facilitate a constructivist and situated pedagogy that facilitate peer critiquing dialogic and reflective learning and personalization.
  • Develop assessments that drive emotional, behavioral, and cognitive engagement. Formative and summative.
  • Differentiate activities to give students multiple opportunities to learn- accommodate different learning styles.

PEDAGOGY 
Teaching Presence 

Teaching
Facilitating and providing meaningful learning opportunities

Learning 
Behavioral engagement is related to student conduct and on-task behavior such as doing the work and participating in learning actively. (Yazedjian & Kolkhorst, 2007).

Establish classroom norms for engagement

  • Clicker Response Systems
  • Hand raising
  • Sharing groups

COMMUNITY
Social Presence.

Teaching 
Providing and facilitating opportunities for quality social connection.

Learning 
Students have an emotional engagement. An attitude toward learning that affects their willingness to do the work and positive/negative feelings toward the learning environment (Linnenbrink-Garcia, Rogat, & Koskey, 2011).

Construct activities and set ground rules in order to get to know students as individuals, to build rapport, trust, and openness in a F2F space in which it is safe for all to participate and engage.

  • Create time and space for sharing and relationship building.

Online

 

Online (asynchronous and synchronous)

CONTENT
Cognitive Presence

Teaching 
Providing opportunities to learn-explore, reflect and construct meaning.
Learning 
Cognitive engagement refers to the mental effort directed toward understanding/mastering knowledge and skills (Zhu, 2006).
  • Connect content with lived experience
  • Reduce content to maintain rigor.
  • Select e-learning tools to facilitate a constructivist and situated pedagogy that facilitates peer critiquing dialogic and reflective learning, and personalization. (Brown, Collins, & Duguid, 1989; Wenger, 1998)
  • Align technology to the learning goals to support the instruction and connect students with content.
  • Develop online assessments that drive emotional, behavioral, and cognitive engagement. Formative and summative.

PEDAGOGY 
Teaching Presence 

Teaching
Facilitating and providing meaningful learning opportunities

Learning 
Behavioral engagement is related to student conduct and on-task behavior such as doing the work and participating in learning actively. (Yazedjian & Kolkhorst, 2007).
  • A combination of asynchronous and synchronous provides different learning and access points. (Offir et al,(2008)
  • Re-establish norms
  • Hand Raising
  • Sharing around the class
  • Leverage technology for learning
  • Leverage chat-based participation,
  • Use polling software
  • Use breakout rooms,

COMMUNITY
Social Presence.

Teaching
Providing and facilitating opportunities for quality social connection.

Learning 
Students have an emotional engagement. An attitude toward learning that affects their willingness to do the work and positive/negative feelings toward the learning environment (Linnenbrink-Garcia, Rogat, & Koskey, 2011).
  • Construct activities and set ground rules in order to get to know students as individuals, to build rapport, trust, and openness in a virtual space in which it is safe for all to participate and engage.
  •  Building trust through non-content instructor talk.
  • Use student names and unique profile descriptions to get to know the students.

Hybrid

Hybrid (in-person, asynchronous and synchronous) 

CONTENT
Cognitive Presence

Teaching 
Providing opportunities to learn-explore, reflect and construct meaning.
Learning 
Cognitive engagement refers to the mental effort directed toward understanding/mastering knowledge and skills (Zhu, 2006).

  

Create a balance of differentiated activities that give students multiple opportunities to learn, and also accommodates different learning styles and preferences. Be careful to select the most effective mode for each learning outcome.

PEDAGOGY 
Teaching Presence 

Teaching
Facilitating and providing meaningful learning opportunities

Learning 
Behavioral engagement is related to student conduct and on-task behavior such as doing the work and participating in learning actively. (Yazedjian & Kolkhorst, 2007).

  

Combine synchronous, asynchronous and in-person instruction.

  • Communicate varying classroom norms.
  • Leverage remote and in-person interactions for the most effective learning.

COMMUNITY
Social Presence

Teaching
Providing and facilitating opportunities for quality social connection.

Learning 
Students have an emotional engagement. An attitude toward learning that affects their willingness to do the work and positive/negative feelings toward the learning environment (Linnenbrink-Garcia, Rogat, & Koskey, 2011).

  

Construct activities and set ground rules in order to get to know students as individuals, to bu8ild rapport, trust, and openness in a F2F  and virtual space in which it is safe for all to participate and engage.

 

Read:   Holly Hapke, Anita Lee-Post & Tereza Dean (2021) 3-in-1 Hybrid Learning Environment, Marketing Education Review, 31:2, 154-161, DOI: 10.1080/10528008.2020.1855989

Hapke, Lee-Poset & Dean (2021)  propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. The 3-in-1 Hybrid Environment consists of components of the instruction that drive the behavioral, emotional, and cognitive engagement of the students.

 

Example: NCPA Semester teaching and Summer Research Camp

Building Blocks of  NCPA Hybrid Instruction

Technologies

Content

Assessment
  • Learning Management System: Canvas
  • Video Capture: Zoom
  • Textbook: PressBook
 Modes

  • Face-Face
  • Synchronous: Zoom
  • Asynchronous: Zoom & PressBook
  • Facebook

Learning Objects ( PressBook )

  • Powerpoint
  • Lecture Recording
  • Print Handouts
 Tell us a little about your research experience (1)

Poster_Response_Template(1)

Capstone Posters-UNL Digital Commons

Behavioral Engagement

Emotional Engagement

Cognitive Engagement

 

Readings

 

Daniel L. Reinholz, Amelia Stone-Johnstone, Isabel White, Lorenzo M. Sianez Jr., and Niral Shah (2020), A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes. CBE—Life Sciences Education. 19:4.
Holly Hapke, Anita Lee-Post & Tereza Dean (2021) 3-in-1 Hybrid Learning Environment, Marketing Education Review, 31:2, 154-161, DOI: 10.1080/10528008.2020.1855989
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13–24. doi:10.1016/j.cedpsych.2010.09.001
Saichaie, K. (2020). Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions. New Directions for Teaching and Learning, 2020, 95-104.
Yazedjian, A., & Kolkhorst, B. (2007). Implementing small-group activities in large lecture classes. College Teaching, 55(4), 164–169. doi:10.3200/CTCH.55.4.164-169
Zhu, E. (2006). Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science, 34(6), 451–480. doi:10.1007/s11251- 006-0004-0

 

 

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Is hybrid here to stay? Copyright © by Lorna Dawes and Toni Anaya. All Rights Reserved.

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