"Dos and Don'ts of Flipped, Hybrid and Online Courses"

DOS AND DON'TS OF FLIPPED, HYBRID, AND ONLINE COURSES

Dr. Florencia Henshaw Director of Advanced Spanish

Definitions

• Flipped: instruction is delivered online prior to class (it may o may not involve substitution of F2F hours)

• Hybrid: it involves the substitution of classroom hours (2 hours online, 2 hours F2F)

• Online: there are no classroom hours (all instruction and meetings take place online)

Online course offerings at UIUC

Spanish at UIUC• Hybrid:

– All 100-level Spanish courses are hybrid• Flipped, but not hybrid:

– Advanced Spanish Grammar• Fully online courses:

– Spanish Composition for HL learners (Fall, Spring)

– Readings in Hispanic Texts (Summer)– Spanish Composition (Summer)– Introduction to Spanish Linguistics (Summer)

Spanish at UIUC

• Our platforms– Blackboard– Moodle– McGraw-Hill Connect– Pearson MySpanishKit– Cengage iLrn

Lessons learned

Don’t depend entirely on publisher-ready materials.

Do customize your materials.

Why?

Publisher-ready materials don’t always have the following 2 key elements of successful tech-enhanced courses:

#1: Interactive instruction#2: Feedback

Typical textbook tutorial

Does anyone want to sit through this for more than 35 seconds?

From: http://vistahigherlearning.com/new-supersite/tutorials/

Integrate interactive instruction

Tools for tutorials

To create your own videos:• Moovly / PowToon

Tools for tutorials

To create your own videos:• PixiClip

Tools for tutorials

To create your own videos:• PowerPoint + Screenscasting

software, such as Screencast-o-matic (free) or Snagit ($$)

Tools for tutorials

To make videos interactive:• Zaption ($$)• TED-Ed (free)

Students need to create a Ted-Ed account, and then you can review their saved answers.

Feedback

In class, do you only say “Right” and “Wrong”?

Do hold students accountable. Don’t nag them.

Holding them accountable...

• In-class – Student response systems

• iClicker, Polleverywhere– Free-writing exercises

• Online– Adaptive release

...without frustrating them• Accept late responses for partial

credit

• Establish consistent, logical deadlines

• Send them reminders– remind.com (formerly Remind101)

Do use Web 2.0 tools.

Don’t equate “2 hours online” with “2 hours clicking around”.

• Social media– Facebook, Pinterest, Instagram

Web 2.0 tools

• Real blogs, real sites, real audiences– Blogger, Weebly

Web 2.0 tools

• Creating & sharing– Piclits, Animoto, Photopeach

Makebeliefscomix, Smore – Piktochart– Flipquiz, quizlet

Web 2.0 tools

Animoto: students can create 30-second videos based on pictures

• Interactional exchanges– TalkAbroad ($$), WeSpeke (free)– Blackboard Collaborate

Web 2.0 tools

Wespeke.com

Students can chat on their own, and everything is automatically recorded.

Do pace yourself!Don’t get carried away!

• Too many platforms = frustration

• Quantity vs. quality

• “Busywork” vs. “practice”

Do train your students.Don’t assume they are “digital natives”

Train your students…and your instructors!

• Orientation session– Virtual or in person– “Can-do” statements/”virtual scavenger

hunt”

• Course quiz– Of course, make sure students know

how to access the quiz…

Start with why(Simon Sinek)

Thank you!henshaw2@illi

nois.eduhttp://www.pinterest.com/drhenshaw/