The end of another academic year is coming to a close and this brings me much relief. I would like to focus my efforts on my tenure package and continue to ride on the wave of teaching with technology in my department. This is an exciting time for the department, the most exciting in fact in the last 4 years. There has been some experimental redesigning of course syllabi with technology, but now, there is going to be a more concentrated effort on offering these courses in a more official manner.
One of the greatest downfalls in teaching with technology, as I have found, is that so many people implement technological tools to such varying degrees but then do not necessarily share this information, so it always feels like you are reinventing the wheel when you have a brainshower and want to do something pedagogically sound and technology-enhanced. Case in point, how many of my colleagues know that at our institution this spring term alone offered 26 online courses (many in the MBA program) and 34 hybrid courses. These numbers are surprising because I don’t know how many of us are aware of whom else is experimenting with this new course format and I wonder if there have been any conversations that have arisen from it…
Our college has now initiated a dialogue about hybrid and online courses with our first meeting scheduled Thursday. One question that has always intrigued me about hybrid courses is: how do we define it? By what parameters are we limited? After some research, I’ve discovered that there is no singular definition. This may or may not be disturbing (depending on just how prescriptive one may wish to be—or not!) but I think it is time that we share ideas with the hope of creating a model that works within our community, with our student population and with the support of administration. Our personal objectives will always remain very distinct (as they should be), but we really need to come together to enhance our common vision and promote it, as I believe this is very important.
The great thing for my department is that we have all been given the thumbs up to explore the degree to which and the manner in which we will develop our hybrid and/or online courses. So what is new in my department in Spring 2009? Well, there will be some fully online courses (intro Italian I & II courses), the use of SL in another major elective course, and a hybrid course for FL teaching methods. There is one additional member of our department who will also be teaching a hybrid course for a further major elective course, but I am unsure of how she will approach it.
Given the array of courses and course designs, we must remember that as with all good teaching strategies, to understand teaching styles with respect to technological tools is just as important as appreciating different teaching styles and types of teachers; each one of us can all constructively contribute to the dialogue of this new direction for our college/university.
So I’d like to ask you about your experience with hybrid/online courses. Have you ever been a teacher or student of one? What would you rate positively? negatively? Any words of wisdom you’d be willing to share?