Breakout Session

Six Steps to Creating Hybrid Courses

Track:  Learning Innovations

Thursday, November 29th, 10:30am-11:30am

At Rutgers University, we have designed a pedagogically-sound, 6 step process that helps guide faculty through the hybrid course development experience, with minimal instructional designer intervention. In 90 minute training sessions, we help faculty begin development of hybrid courses. We then offer small group sessions to help faculty identify appropriate technologies that meet their specific needs.

 

Charles Collick
Senior Instructional Designer
Rutgers University

Bio / Expertise
Charles Collick is a Senior Instructional Designer at Rutgers University where I specialize in helping faculty members create hybrid and fully online classes either from existing courses or from scratch. Charles has also done research in pedagogical best practices including peer review and online assessment. He has organized countless hybrid and online training programs, including the 2010 and 2011 Rutgers OIRT Winter Technology Showcase.

 

Gayle Stein
Associate Director for Instructional Technology
Rutgers University

Bio / Expertise
Gayle Stein is the Associate Director for Instructional Technology within the Office of Information Technology at Rutgers University. She holds a Ph.D. in Communication and Information Studies from Rutgers, an MLS from Rutgers, an MS in Nutrition from the New York Medical College, and a BS in Chemistry and Biology from Union College. Gayle is a University Senator and an adjunct faculty member in Rutgers’ Library and Information studies department where she teaches privacy and policy development, IT project management, IT for librarians, management of technological organizations, and disruptive IT and change management courses. Gayle leads the Rutgers instructional technology group which provides faculty support for technology in teaching and learning, Sakai, video services, applications of ePortfolios for student learning and assessment, and assistance for faculty and students with learning and motor disabilities.

 

Presentation Content:
Hybrid course offerings are on the rise at many colleges and universities, due to both their pedagogical and perceived economic benefits. However, resource constraints make providing comprehensive, long term, individualized instructional support difficult. The number of faculty who need assistance with both pedagogical and technological issues is growing, while the number of instructional design staff is increasing at a much slower rate. This is resulting in high levels of frustration for both the faculty who need assistance in course design and the instructional designers who want to assist them.

So how can universities provide increased, high quality faculty support for development of hybrid courses without dramatically increasing the size of instructional support organizations?

At Rutgers University, we have designed a pedagogically-sound, 6 step process that helps guide faculty through the hybrid course development experience, with minimal instructional designer intervention. In 90 minute training sessions, we help faculty begin development of hybrid courses. We then offer small group sessions to help faculty identify appropriate technologies that meet their specific needs.

Faculty who need additional assistance with hybrid course pedagogy and/or technology are paired with instructional design staff for the duration of course development and implementation.

 

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