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Ayella Kenneth

The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.

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FACULTY OF SCIENCE AND TECHNOLOGY SOCIAL COMPUTING PRESENTATION GROUP B OTODI ALLAN 14/UG/308 /BIT-S AYELLA KENNETH 15/UG/489/BIT-S NATUKUNDA JESCA 14/UG/416/BIT-S THOMAS JADA PHILIP 14/SS/040/BIT-S
THE HYBRID COURSE: FACILITATING LEARNING THROUGH SOCIAL INTERACTION TECHNOLOGIES
what is an The Hybrid Course Is a learning course which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies Hybrid courses combine face-to-face classroom instruction with online learning. A significant portion of the learning activities take place online and time spent on instruction that traditionally occurs in the classroom is reduced but not eliminated. This allows the student much more flexibility in creating a schedule, while maintaining the face-to-face contact with the instructor and classmates that is typical of a more traditional course
Social Interaction Technologies This is An assortment of interactive and collaborative applications, such as blogs and wikis, where users can consume, create, and recreate information resulting in new contents and structure  The traditional face-to-face classroom, in which an instructor lectures, demonstrates, and leads discussion, has been the primary method for acquiring an education in colleges and universities. However, advances in social interaction technologies have resulted in greater variation in educational experiences for online learning
 The traditional face-to-face classroom, in which an instructor lectures, demonstrates, and leads discussion, has been the primary method for acquiring an education in colleges and universities. However, advances in social interaction technologies have resulted in greater variation in educational experiences for online learning  synchronous instruction means that students and faculty are not required to be present at the same time (either electronically or in person) to participate in the class. Technology is clearly transforming the educational landscape.  In a hybrid course, students spend more time learning online through planned activities, tutorials, assignments, and discussion
Background  As recently as the mid 1990’s, most students did not own a personal computer, used single function technologies (e.g., phone, camera, video player), and had irregular access to the Internet.  Today’s students typically own computers, have multi-function mobile technologies, and use the Internet on a daily basis  The technological environment continues to change for faculty as well. During the 1990’s the “technology” in the classroom originally consisted of chalkboards, overhead transparency projec-tors and VCRs. Internet access was not common.
 Additionally, faculty may or may not have had access to email from home, and if they did, dial-up service made home use of the Internet slow and sometimes unreliable.  Today, more classrooms are equipped with various types of technology including internet access, integrated projectors for computers and DVDs, audio and video devices for distance learning, and document cameras, to name a few  Learning management systems, sometimes called course management systems, are becoming more commonplace and are enabling communications, learning materials, assignments, and grading to occur online
 Educators are no longer solely lecturers, but are increasingly becoming designers and facilitators of learning environments. Along with changes in technology, advancements in learning theory also play a role in this paradigm shift.  Educators are now advised to incorporate more constructivist pedagogy in which active learning is accomplished . Instead of focusing exclusively on the transfer of knowledge from teacher to student, educators are encouraged to find ways to motivate and involve students in the discovery and even the creation of knowledge  Education needs to be understood in the current context of technological ubiquity
HYBRID COURSES AND SOCIAL SOFTWARE A social software is computer software that enables users to interact and share data. Courses taught in hybrid mode do not simply “add technology” to the existing curriculum, but should involve thoughtful course redesign in order to apply principles of good pedagogy fully augmented with outside-of class activities enabled with technology Bloom’s taxonomy describes several categories of learning. In the cognitive learning domain, instructional activities range from lower levels to higher levels of learning. For example, as one moves up the hierarchy (knowledge, comprehension, application, analysis, synthesis, and evaluation) the development of intellectual attitudes and skills become increasingly sophisticated.
A Learning Management System (LMS) Is an important component of most hybrid courses. It is a software application or web-based instructional technology used to develop, implement, and evaluate student-learning activities. Examples of learning management systems include Blackboard®,Webboard®, or WebCT®. Some faculty members  create their own websites providing resources analogous to an LMS. An instructor may use the LMS to provide learning materials (e.g., readings, assignments, brief video, links to external websites, etc.) and social software applications (e.g., interactive chat, blogs, etc.)  LMS can have various Web 2.0 capabilities including: blogs, wikis, virtual classrooms, podcasting, Really Simple Syndication (RSS®), and e-portfolios, which are described below.
Blogs A blog, short for weblog, provides the capability for the user(s) to post information about a particular topic or to maintain a diary with entries typically posted in reverse chronological order. Currently the fastest growing area of the web, blogs account for around 40% of all Internet use  Quite a lot of them continue to exist online but are in fact abandoned by the user only after a few weeks or months. One infographic (How Many Blogs are on the Internet) puts the figure at 152 million blogs for year 2013. Another source (Number of blogs world from 2006 to 2011)  In academic settings, student blogs may be used to share information, to report on events, to practice writing, to develop argumentative and editing skills, and to engage in collaborative design. Students reading blogs may benefit from exposure to a variety of perspectives, values, and life experiences.
Wikis A wiki is a writing space that is created and edited by a community of users . Wikis provide the opportunity for educational collaboration where users may create text, link web pages, and edit their work. Wikis enable bottom-up editing where expertise is not limited to a few, but rather emerges from the combined efforts of the many . Wikis and blogs can incorporate text, images, audio and video. They may be included in an LMS, or available as an open source product or licensed product.  It is important to choose a wiki that meets the instructor’s educational objectives. identifies several different types of educational wikis, three of which are presented here. For example, the describes the resource wiki as an assemblage of a collaborative knowledge base, much like the popular Wikipedia®.  The presentation wiki, on the other hand, may aim to represent class content to the outside world, and may also highlight the process the class followed to assemble the information.
Podcasts  Podcasting, a term derived from the combination of Apple’s iPod®and broadcasting , involves transferring digital media files, such as audio and video, over the Internet for replay using portable media players and/or personal computers. The function of a podcast is communicative; it is useful for sharing ideas and information, and enables learning to occur in a convenient and portable format.  Podcasts appear to have significant potential as a mobile learning tool. Evans explored the use of podcasts as a method for students to review material after taking a traditional lecture class, but prior to their final examination
 podcasts is not used as an alternative to attendance, but rather as a supplemental method of review. The findings demonstrated that students were receptive to using podcasts and felt that podcasts were more effective than their own textbooks and notes in helping them to learn.  Podcasting can also make material more accessible to diverse learners. Some have even converted entire lecture courses into podcasts, allowing class time to be dedicated to problem solving and group project sessions.  However, McGee, and Diaz advise against transmitting entire lectures through pod casting; instead, they recommend selecting shorter, more pointed segments for transmission which they contend will result in more student use
Really Simple Syndication (RSS®) An RSS® reader receives feeds from content that is frequently updated, such as blog entries, podcasts, and/or news headlines.  The reader or aggregator will frequently check the content of subscribed sites for updates and will display the new material. It will aggregate material from multiple sites into one location so that the user does not have to check multiple sites for updates. The RSS® reader may be incorporated in other educational tools, such as an LMS, wikis, or blog
E-Portfolios E-portfolios are integrated collection of web based multimedia documents that may include curriculum standards, course assignments and corresponding student artifacts, and reviewer feedback to the student’s work.  The evolution of web-based technology has made it easier to construct, store, and present evidence of academic work online. This, coupled with a shift toward competency-based education where students demonstrate what they have learned makes electronic portfolio development a growing trend  One example is the Digital Notebook project at Georgetown University. Students have an online space for learning, creating, collaborating, and storing the evidence of their work. the Digital Notebook will help students track how their thinking developed from their freshman to their senior year, in part by giving them the tools to map connections between the pieces of information they have learned and to share those connections and knowledge with others”
Virtual Classroom Another possible component of some hybrid courses is the virtual classroom. “Virtual office hours” are possible through synchronous interactive chat (the equivalent of Instant Messenger®).  The virtual classroom also provides other resources, such as an online “whiteboard” which has the capability to project material onto a “shared” screen which can be viewed by students when they are online.  These sessions may be recorded and made available so that students can view them at a later time
Folksonomies With this capability, it is possible to add tags(keywords) to information providing the user with the ability to manage the information. This is also known as collaborative-tagging and social classification. These tools make it possible to categorize and annotate content using tags and to provide the capabilities to associate tags with individuals. A folksonomy is user-driven and directly reflects the vocabulary of users. Folksonomies often arise in communities of web users, such as the Flickr® photo sharing site. It is anticipated that they will become popular because they place the responsibility of organization on the user. Folksonomies will likely become an important tool in student learning.
Educational Games The video game market is currently the third fastest growing segment of the entertainment media market, and is expected to be a 48.9 billion dollar industry in 2011 Another educational game might include virtual immersion (Multi-User Virtual Environments) in a foreign language or culture, where players read directions, travel, and interact with others to complete a quest.  One advantage of these games is that learning may be accelerated when there is an emotional response involved, such as excitement or interest  Another advantage is that the virtual world may provide a safe environment for trying new skills and making mistakes. In the virtual world, player-learners often use avatars(a computer user’s one, two or three dimensional representation of himself or herself). These representations can enable player-learners to save face as they try to improve their skill .
Data Mashups According to Maloney , mashups are web-sites that “take dynamically changing pieces of information from completely different sources and compile the data into an integrated user experience, one that continues to change and grow as the underlying information changes”.  For example, the U.S. Environmental Protection Agency has created a Google® Earth mashup that generates maps of the earth displaying air quality based on pollutants from businesses . It is anticipated that mashups will help educators show their students  relationships between large data sets in ways that are meaningful. They can also be used for artistic and creative expression
Simulations Because it is impractical or too costly to execute some educational experiments or events, often simulator tools are used to represent key elements of a physical or conceptual system. Because of the complexity of many of these systems, it is necessary to limit the number of elements represented. The simulation may be used to represent such things as a scientific experiment, a business process, or an engineering system.  There are tools available for creating simulations such as those developed by Carnegie Mellon University as a part of their Open Learning Initiative. As these and other tools are developed further, it is anticipated that hybrid courses will play an important role in the evolution of the educational learning
BENEFITS OF HYBRID COURSES To Students  Students have access to multiple course resources, and are not limited to learning in a particular physical space. In many ways, hybrid courses shift the focus away from the instructor, and promote a more learner-centered model.  The extended access to the materials allows students to learn at their own pace. Additionally, students typically participate in online discussion and networked shared learning  Students also benefit from practicing technical and online skills they will need upon entering the workforce  well-designed hybrid courses add new learning outcomes, such as life-long learning and team-based learning skills
 Institutions with increasing enrollments and limited physical space may find that reducing in-class time can lead to more effective utilization of classrooms and meet the greater demands for education  Higher-quality peer interaction Increased skills in self-directed learning leading to greater learner autonomy, TO FUCULTIES  Better student engagement  Enhanced pedagogical(educational) practices as a result of redesigning the learning experience  More flexible schedule and better ability to work from different locations  More opportunities to participate in interdisciplinary practices (ie. course linking)  Better online pedagogical and technology skills while still retaining the valued face-to-face interaction with students
To THE UNIVERSITY  Enhanced university brand and reputation with the potential of being a leader in hybrid learning  More efficient use of classroom space which could increase classroom availability  Greater student access and enhanced student learning  Active implementation of the 21st Century Campus Initiative's innovation and sustainability goal
CHALLENGES OF HYBRID COURSES  You need a fairly strong level of self-motivation and self-discipline  A computer with internet access is needed (can be a significant cost)  Having scheduled sessions on campus may be less-flexible  Online components require excellent writing skills  You already need to have mastered basic computer skills, including word processing, Internet browsers and e-mail softwares

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Hybrid course

  • 1. FACULTY OF SCIENCE AND TECHNOLOGY SOCIAL COMPUTING PRESENTATION GROUP B OTODI ALLAN 14/UG/308 /BIT-S AYELLA KENNETH 15/UG/489/BIT-S NATUKUNDA JESCA 14/UG/416/BIT-S THOMAS JADA PHILIP 14/SS/040/BIT-S
  • 2. THE HYBRID COURSE: FACILITATING LEARNING THROUGH SOCIAL INTERACTION TECHNOLOGIES
  • 3. what is an The Hybrid Course Is a learning course which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies Hybrid courses combine face-to-face classroom instruction with online learning. A significant portion of the learning activities take place online and time spent on instruction that traditionally occurs in the classroom is reduced but not eliminated. This allows the student much more flexibility in creating a schedule, while maintaining the face-to-face contact with the instructor and classmates that is typical of a more traditional course
  • 4. Social Interaction Technologies This is An assortment of interactive and collaborative applications, such as blogs and wikis, where users can consume, create, and recreate information resulting in new contents and structure  The traditional face-to-face classroom, in which an instructor lectures, demonstrates, and leads discussion, has been the primary method for acquiring an education in colleges and universities. However, advances in social interaction technologies have resulted in greater variation in educational experiences for online learning
  • 5.  The traditional face-to-face classroom, in which an instructor lectures, demonstrates, and leads discussion, has been the primary method for acquiring an education in colleges and universities. However, advances in social interaction technologies have resulted in greater variation in educational experiences for online learning  synchronous instruction means that students and faculty are not required to be present at the same time (either electronically or in person) to participate in the class. Technology is clearly transforming the educational landscape.  In a hybrid course, students spend more time learning online through planned activities, tutorials, assignments, and discussion
  • 6. Background  As recently as the mid 1990’s, most students did not own a personal computer, used single function technologies (e.g., phone, camera, video player), and had irregular access to the Internet.  Today’s students typically own computers, have multi-function mobile technologies, and use the Internet on a daily basis  The technological environment continues to change for faculty as well. During the 1990’s the “technology” in the classroom originally consisted of chalkboards, overhead transparency projec-tors and VCRs. Internet access was not common.
  • 7.  Additionally, faculty may or may not have had access to email from home, and if they did, dial-up service made home use of the Internet slow and sometimes unreliable.  Today, more classrooms are equipped with various types of technology including internet access, integrated projectors for computers and DVDs, audio and video devices for distance learning, and document cameras, to name a few  Learning management systems, sometimes called course management systems, are becoming more commonplace and are enabling communications, learning materials, assignments, and grading to occur online
  • 8.  Educators are no longer solely lecturers, but are increasingly becoming designers and facilitators of learning environments. Along with changes in technology, advancements in learning theory also play a role in this paradigm shift.  Educators are now advised to incorporate more constructivist pedagogy in which active learning is accomplished . Instead of focusing exclusively on the transfer of knowledge from teacher to student, educators are encouraged to find ways to motivate and involve students in the discovery and even the creation of knowledge  Education needs to be understood in the current context of technological ubiquity
  • 9. HYBRID COURSES AND SOCIAL SOFTWARE A social software is computer software that enables users to interact and share data. Courses taught in hybrid mode do not simply “add technology” to the existing curriculum, but should involve thoughtful course redesign in order to apply principles of good pedagogy fully augmented with outside-of class activities enabled with technology Bloom’s taxonomy describes several categories of learning. In the cognitive learning domain, instructional activities range from lower levels to higher levels of learning. For example, as one moves up the hierarchy (knowledge, comprehension, application, analysis, synthesis, and evaluation) the development of intellectual attitudes and skills become increasingly sophisticated.
  • 10. A Learning Management System (LMS) Is an important component of most hybrid courses. It is a software application or web-based instructional technology used to develop, implement, and evaluate student-learning activities. Examples of learning management systems include Blackboard®,Webboard®, or WebCT®. Some faculty members  create their own websites providing resources analogous to an LMS. An instructor may use the LMS to provide learning materials (e.g., readings, assignments, brief video, links to external websites, etc.) and social software applications (e.g., interactive chat, blogs, etc.)  LMS can have various Web 2.0 capabilities including: blogs, wikis, virtual classrooms, podcasting, Really Simple Syndication (RSS®), and e-portfolios, which are described below.
  • 11. Blogs A blog, short for weblog, provides the capability for the user(s) to post information about a particular topic or to maintain a diary with entries typically posted in reverse chronological order. Currently the fastest growing area of the web, blogs account for around 40% of all Internet use  Quite a lot of them continue to exist online but are in fact abandoned by the user only after a few weeks or months. One infographic (How Many Blogs are on the Internet) puts the figure at 152 million blogs for year 2013. Another source (Number of blogs world from 2006 to 2011)  In academic settings, student blogs may be used to share information, to report on events, to practice writing, to develop argumentative and editing skills, and to engage in collaborative design. Students reading blogs may benefit from exposure to a variety of perspectives, values, and life experiences.
  • 12. Wikis A wiki is a writing space that is created and edited by a community of users . Wikis provide the opportunity for educational collaboration where users may create text, link web pages, and edit their work. Wikis enable bottom-up editing where expertise is not limited to a few, but rather emerges from the combined efforts of the many . Wikis and blogs can incorporate text, images, audio and video. They may be included in an LMS, or available as an open source product or licensed product.  It is important to choose a wiki that meets the instructor’s educational objectives. identifies several different types of educational wikis, three of which are presented here. For example, the describes the resource wiki as an assemblage of a collaborative knowledge base, much like the popular Wikipedia®.  The presentation wiki, on the other hand, may aim to represent class content to the outside world, and may also highlight the process the class followed to assemble the information.
  • 13. Podcasts  Podcasting, a term derived from the combination of Apple’s iPod®and broadcasting , involves transferring digital media files, such as audio and video, over the Internet for replay using portable media players and/or personal computers. The function of a podcast is communicative; it is useful for sharing ideas and information, and enables learning to occur in a convenient and portable format.  Podcasts appear to have significant potential as a mobile learning tool. Evans explored the use of podcasts as a method for students to review material after taking a traditional lecture class, but prior to their final examination
  • 14.  podcasts is not used as an alternative to attendance, but rather as a supplemental method of review. The findings demonstrated that students were receptive to using podcasts and felt that podcasts were more effective than their own textbooks and notes in helping them to learn.  Podcasting can also make material more accessible to diverse learners. Some have even converted entire lecture courses into podcasts, allowing class time to be dedicated to problem solving and group project sessions.  However, McGee, and Diaz advise against transmitting entire lectures through pod casting; instead, they recommend selecting shorter, more pointed segments for transmission which they contend will result in more student use
  • 15. Really Simple Syndication (RSS®) An RSS® reader receives feeds from content that is frequently updated, such as blog entries, podcasts, and/or news headlines.  The reader or aggregator will frequently check the content of subscribed sites for updates and will display the new material. It will aggregate material from multiple sites into one location so that the user does not have to check multiple sites for updates. The RSS® reader may be incorporated in other educational tools, such as an LMS, wikis, or blog
  • 16. E-Portfolios E-portfolios are integrated collection of web based multimedia documents that may include curriculum standards, course assignments and corresponding student artifacts, and reviewer feedback to the student’s work.  The evolution of web-based technology has made it easier to construct, store, and present evidence of academic work online. This, coupled with a shift toward competency-based education where students demonstrate what they have learned makes electronic portfolio development a growing trend  One example is the Digital Notebook project at Georgetown University. Students have an online space for learning, creating, collaborating, and storing the evidence of their work. the Digital Notebook will help students track how their thinking developed from their freshman to their senior year, in part by giving them the tools to map connections between the pieces of information they have learned and to share those connections and knowledge with others”
  • 17. Virtual Classroom Another possible component of some hybrid courses is the virtual classroom. “Virtual office hours” are possible through synchronous interactive chat (the equivalent of Instant Messenger®).  The virtual classroom also provides other resources, such as an online “whiteboard” which has the capability to project material onto a “shared” screen which can be viewed by students when they are online.  These sessions may be recorded and made available so that students can view them at a later time
  • 18. Folksonomies With this capability, it is possible to add tags(keywords) to information providing the user with the ability to manage the information. This is also known as collaborative-tagging and social classification. These tools make it possible to categorize and annotate content using tags and to provide the capabilities to associate tags with individuals. A folksonomy is user-driven and directly reflects the vocabulary of users. Folksonomies often arise in communities of web users, such as the Flickr® photo sharing site. It is anticipated that they will become popular because they place the responsibility of organization on the user. Folksonomies will likely become an important tool in student learning.
  • 19. Educational Games The video game market is currently the third fastest growing segment of the entertainment media market, and is expected to be a 48.9 billion dollar industry in 2011 Another educational game might include virtual immersion (Multi-User Virtual Environments) in a foreign language or culture, where players read directions, travel, and interact with others to complete a quest.  One advantage of these games is that learning may be accelerated when there is an emotional response involved, such as excitement or interest  Another advantage is that the virtual world may provide a safe environment for trying new skills and making mistakes. In the virtual world, player-learners often use avatars(a computer user’s one, two or three dimensional representation of himself or herself). These representations can enable player-learners to save face as they try to improve their skill .
  • 20. Data Mashups According to Maloney , mashups are web-sites that “take dynamically changing pieces of information from completely different sources and compile the data into an integrated user experience, one that continues to change and grow as the underlying information changes”.  For example, the U.S. Environmental Protection Agency has created a Google® Earth mashup that generates maps of the earth displaying air quality based on pollutants from businesses . It is anticipated that mashups will help educators show their students  relationships between large data sets in ways that are meaningful. They can also be used for artistic and creative expression
  • 21. Simulations Because it is impractical or too costly to execute some educational experiments or events, often simulator tools are used to represent key elements of a physical or conceptual system. Because of the complexity of many of these systems, it is necessary to limit the number of elements represented. The simulation may be used to represent such things as a scientific experiment, a business process, or an engineering system.  There are tools available for creating simulations such as those developed by Carnegie Mellon University as a part of their Open Learning Initiative. As these and other tools are developed further, it is anticipated that hybrid courses will play an important role in the evolution of the educational learning
  • 22. BENEFITS OF HYBRID COURSES To Students  Students have access to multiple course resources, and are not limited to learning in a particular physical space. In many ways, hybrid courses shift the focus away from the instructor, and promote a more learner-centered model.  The extended access to the materials allows students to learn at their own pace. Additionally, students typically participate in online discussion and networked shared learning  Students also benefit from practicing technical and online skills they will need upon entering the workforce  well-designed hybrid courses add new learning outcomes, such as life-long learning and team-based learning skills
  • 23.  Institutions with increasing enrollments and limited physical space may find that reducing in-class time can lead to more effective utilization of classrooms and meet the greater demands for education  Higher-quality peer interaction Increased skills in self-directed learning leading to greater learner autonomy, TO FUCULTIES  Better student engagement  Enhanced pedagogical(educational) practices as a result of redesigning the learning experience  More flexible schedule and better ability to work from different locations  More opportunities to participate in interdisciplinary practices (ie. course linking)  Better online pedagogical and technology skills while still retaining the valued face-to-face interaction with students
  • 24. To THE UNIVERSITY  Enhanced university brand and reputation with the potential of being a leader in hybrid learning  More efficient use of classroom space which could increase classroom availability  Greater student access and enhanced student learning  Active implementation of the 21st Century Campus Initiative's innovation and sustainability goal
  • 25. CHALLENGES OF HYBRID COURSES  You need a fairly strong level of self-motivation and self-discipline  A computer with internet access is needed (can be a significant cost)  Having scheduled sessions on campus may be less-flexible  Online components require excellent writing skills  You already need to have mastered basic computer skills, including word processing, Internet browsers and e-mail softwares