{"id":1716,"date":"2023-03-23T17:46:25","date_gmt":"2023-03-23T17:46:25","guid":{"rendered":"https:\/\/sites.sandiego.edu\/sb-ols\/?p=1716"},"modified":"2023-03-23T17:46:26","modified_gmt":"2023-03-23T17:46:26","slug":"how-to-design-and-teach-a-hybrid-class","status":"publish","type":"post","link":"https:\/\/sites.sandiego.edu\/sb-ols\/how-to-design-and-teach-a-hybrid-class\/","title":{"rendered":"How to Design and Teach a Hybrid Class"},"content":{"rendered":"\n

The Dos and Don\u2019ts of Blended Curriculum Design\u2014and a Sample Course Plan<\/h2>\n\n\n\n

by Yael Grushka-Cockayne<\/p>\n\n\n\n

What Exactly Does Hybrid Mean? Expand Your Thinking<\/h3>\n\n\n\n

While hybrid approaches aren\u2019t new, with the move en masse to online teaching, there are more ways to think about them. Here are a few different definitions. Determining which apply to your specific circumstance will impact what material you\u2019ll include in your course, and how.<\/p>\n\n\n\n

In person and online: <\/strong>What most people think of as a hybrid format is having a combination of online learners and people in a physical room, in person, where you can see them\u2014even if it\u2019s at a distance of six feet, or two meters.<\/p>\n\n\n\n

Let\u2019s break this down even further, as each distinction has a huge impact on your teaching plan for the moment, your pedagogy in general, and your curriculum overall. Consider a scenario in which there\u2019s a separation in student experience: Half of your students only log in remotely, and they\u2019re going to engage with each other in a virtual classroom. Then you have some students who are physically in the classroom together. But there\u2019s no mix between the virtual and in-person students. This impacts your choices around team projects and group work in general\u2014think through how you will arrange breakout groups, discussion groups, or any type of activity that requires interaction between students.<\/p>\n\n\n\n

Synchronous and asynchronous: <\/strong>Planning for a live online session is very different from thinking about content that is going to be delivered asynchronously. With a synchronous session, you can plan for an hour and a half, maybe two hours tops, of online simultaneous participation, with learners all logging in at the same time. You have discussions, polls, Q&As, debates, breakout rooms, and all other kinds of tools at your disposal. And that variety should<\/em> be part of your course design: how do you take advantage of everybody\u2019s presence at the same moment in time? You have a live cohort, which experiences something unique together, and this is going to be different from students who watch the recording later.<\/p>\n\n\n\n

Conversely, material taught asynchronously, be it through videos, assessments, quizzes, or competitions, is typically chunked much smaller. You want to keep your videos short; you want to keep articles around a five- to seven-minute read; and you want to really focus on keeping your learners engaged in multiple mediums.<\/p>\n\n\n\n

Traditional and flipped classrooms: <\/strong>A less common way of understanding hybrid classes focuses on the distinction between theory and practice\u2014when to teach theoretical concepts versus exercises and putting things into practice with a hands-on component. A traditional classroom does theory together, while students explore practice on their own. And in a flipped classroom, students learn the theory by themselves and then come to the classroom to practice together.<\/p>\n\n\n\n

Lecture based and student centered: <\/strong>Who\u2019s leading the conversation, you or your students? Knowing whether you will have lecture- or student-centered discussions will make a difference for your ultimate curriculum and for the delivery mode that you choose. For instance, if you choose to do more lectures, then you can have a simulcast with a combination of some students in one room and another bunch of students in a different room. But if you\u2019re doing a discussion, you can\u2019t really do simulcast mode because you want each individual to have the opportunity to raise their hand and participate, and so on.<\/p>\n\n\n\n

As you begin to design your curriculum, you can draw from these various approaches at the broader course level\u2014this is a mix of in-person and online students following the flipped classroom model\u2014and at the individual session level\u2014this will be a synchronous, student-led class.<\/p>\n\n\n\n

Read the full article here…<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

The Dos and Don\u2019ts of Blended Curriculum Design\u2014and a Sample Course Plan by Yael Grushka-Cockayne What Exactly Does Hybrid Mean? 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