Cathy Simpson, Director Technology Applications Center [email protected] Patrice Fleck, Project Director [email protected] MERLOT Conference.

Cathy Simpson, DirectorTechnology Applications Center

[email protected]://tac.nvcc.edu

Patrice Fleck, Project [email protected]

MERLOT Conference 2006

Illuminating Hybrid Course Development

Seminar with MERLOT Learning Objects

Session Objectives

Share how NOVA team developed hybrid seminar that has instructed 110 faculty across 34 disciplines to develop 65 hybrid course repositories 

Demonstrate how MERLOT collection was key resource for several course concepts

Explore how MERLOT peer review model was used to design peer review process for hybrid courses.

Establishing a Community

Who We Are

Who Are You?

About NVCC Largest community college of 23 in Virginia

Community College System – 6 campuses Located in the Washington, D.C. suburbs 59,500 credit students annually (unduplicated) 24,500 non-credit students annually

(unduplicated) 5,500 students in distance

learning courses 345 distance learning

courses offered 292 hybrid courses

offered currently

NVCC Student Body/FacultyStudent Body 52% between 18 and 24 years of age 54% female and 46% male 52% Caucasian, 16% African American, 13%

Asian,11% Hispanic, 8% other

International students from 184 countries

Faculty 524 Full Time 1,037 Part Time

Exploring the NOVA Hybrid Course

Development Project

What is a Hybrid Course at NOVA?

Courses where a significant portion of the learning activities are moved online and time spent in the classroom is reduced but not eliminated. They blend in-class teaching and online learning.

• Synchronous Face-to-Face Classroom and Asynchronous Online Learning

• Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning

Types of Hybrid Courses

Synchronous Face-to-Face Classroom and Asynchronous Online Learning

Virtual, Synchronous Face-to-Face Classroom and Asynchronous Online Learning

Variety of Combinations of Classroom and Online Emphasis:

67/33; 60/40; 50/50; 40/60; 33/67

Hybrid Course Development Seminar

Goals Familiarize faculty with learning theory and best practice of hybrid and online instruction

Assist faculty in re-imagining and re-designing their course

Conduct hands-on hybrid course design and development training

Assist faculty in using Blackboard, eMEETING, MERLOT and other pedagogical tools in delivering their hybrid courses 

Establish collegial and interactive network among various faculty developing hybrid courses

Develop learning community for faculty teaching hybrid courses

Hybrid Course Development Seminar

Objectives1. Define hybrid courses 2. Apply learning theory to hybrid course design 3. Identify and apply best practices for hybrid

courses 4. Experience using tools that include

Blackboard, eNOVA/eMEETING, wikis, MERLOT, and webquests

5. Create effective blended course activities6. Participate in peer review process

7. Collaborate to write clear learning objectives 8. Design overall plan for assessing student

learning in course 9. Develop and manage online discussions10. Design and implement hybrid course

repository

MERLOT and the Hybrid Course Development

Seminar

General Information about Seminar Design

Is a hybrid course Offered in 10 sessions over summer Coordinated by faculty director with support from

TAC and ELI Used Blackboard, eMEETING, email, and MERLOT Invited guest experts to participate Incorporated interaction through discussion

forums and group work Produced discipline specific hybrid repositories

Hybrid Course Repository – Set-up Folders & Provide Some

Content Announcement Course Information

• Getting Started• Gen Ed Goals• Attendance Policy• Plagiarism Statement• Netiquette Statement• Role of Student

Assignments Folders Discussion Board with Directions

• Introductions• Q & A• Cyber Café

Resources• College Resources

MERLOT and Course Menu Course Information Assignments Resources

• Hybrid Course Development Resources MERLOT Learning Material Repository

• Teaching and Learning with Technology Resources MERLOT Teaching and Technology Portal

Purpose for Incorporating MERLOT Learning Materials into

Seminar Design As strategy for understanding of course

concepts As model of best practice As example of learning material developed

to offer variety of learning opportunities to meet various learning styles

As means to apply learning theory to hybrid course design

As model for peer review

MERLOT Learning Materials Used in Assignments

The Learning Objects Portal MERLOT Tasting Room (About Us)

• Video Overview of MERLOT Three Hybrid Definition Learning

Materials Parade of Games in PowerPoint Active Learning with PowerPoint Evaluation Criteria for Peer Reviews

of MERLOT Learning Materials MERLOT Teaching/Learning Portal

Developing Successful Blended Activities

Visualize the blended activity process

Model effective blended activity

Develop additional training course

F2F Instruction

Online Experience(s) or Interactions

F2F Activity or Coaching

Online Experience(s)

or Interaction

F2F Performance and Feedback

Online Feedback

Assignment FourComplete online Learning Object Activity. • Type MERLOT URL – www.merlot.org – into your

browser and enter Learning Object Activity in Search box. Or click URL http://ilearn.senecac.on.ca/lop/ to access Learning Objects Portal.

• Click Information in first box in upper left. • Select approach that best suits way you learn to

explore information on learning objects. • Be prepared to share what you learned about

learning objects at our next face-to-face session.

Assignment FiveBy end of session, you will have completed the following in your Discipline-specific Blackboard Hybrid Repository:

• reviewed content already in site and modified or removed any as needed.

• added one Course Objective to site related to learning assignment you will add to site. Reviewing goals and/or objectives listed in Course Content Summary for your course will help you to identify and expand course goals and/or objectives for your course - http://www.nvcc.edu/depts/academic/coursecont.htm

• Identified learning assignment that you will develop. Remember learning assignment should be related to course objective that you added in step two of this process.

MERLOT Learning Object

Learning Objects Portal

http://ilearn.senecac.on.ca/lop/

Assignment During and After the eNOVA/eMEETING Session

Part of session will focus on learning how to use eNOVA as teaching and learning tool.

During remainder of the session, you will explore MERLOT, a learning materials repository. • Please review MERLOT web site prior to

attending session - http://www.merlot.org. • After attending session, identify one learning

material in MERLOT to develop into learning activity in your discipline-specific repository. Be prepared to share your choice at next face-to-face session.

eMEETING Participant Screen

Peer Review Process for Hybrid Repositories

Based on three general categories of evaluation standards used within MERLOT:

Quality of Content • Learning Objectives• Learning Activities

Potential Effectiveness as a Teaching-Learning Tool • Opportunity for Interaction• Course Support

Ease of Use • Getting Started• Navigation• Organization

Exploring Short Online Training Courses:

MERLOT 101 Online andAdapting to Learning Styles

MERLOT 101 Online: Building a Collection of Online Learning

MaterialsMajor Assignments for three week course: Who we are and why we are here Familiarization with MERLOT Creating a MERLOT Member Profile Searching and Browsing MERLOT Starting a MERLOT Personal Collection Building a MERLOT Learning Assignment

(optional)

Troubleshooting is:Identifying trouble spots and developing solutions Anticipatin

g problems

Measuring specific difficultiesAdapting/

creating interventions

Maintaining an ongoing feedback cycle

Principles and Practices Course Design and Developing Blended

Activities Setting Class Expectations Managing Non-productive students and

class climate

Questions