The Hybrid Course Development Institute (HCDI) is a 6-week faculty professional development institute for UWB Faculty. A cohort of faculty learn the theory and methods for teaching hybrid courses at UW Bothell. The Institute is designed in the hybrid format to give participants a student's experience of a hybrid course.
HCDI: 6-week hybrid model
6 face-to-face one hour meetings
2 hours online work weekly
The HCDI faculty team is drawn from Learning Technologies, Nursing and Health Studies, the Campus Library, and the Teaching and Learning Center.
Create a peer-reviewed, new or redeveloped course syllabus for a hybrid format class.
Learn to effectively use technology in course design.
Develop effective course and assessment strategies for the blended format.
Learn how to effectively use the Community of Inquiry model (CoI) to discern what course elements work best online, which ones work best face-to-face, and how those elements relate to each other.
Experience the hybrid course from a student perspective so as to better create learning experiences that meet the needs of students.
Intro to hybrid learning
Discussion on discussion
Lecture capture and flipped classroom
Focus on group work
Hybrid class design using the course design worksheet
Community of Inquiry for Hybrid Learning
HCDI participants focus on the Community of Inquiry (CoI) framework for hybrid learning outlined by Garrison and Vaughn (2008) in Blended Learning in Higher Education. The CoI model describes three components to successful hybrid teaching and learning: cognitive presence, social presence, and teaching presence.
By finding an appropriate balance between these three components, hybrid course instructors can create a Community of Inquiry among students and themselves that fosters student engagement by empowering them to become active learners.
Hybrid courses can provide the "best of both worlds" of face-to-face and online learning. By retaining the in-person class meetings, students and faculty can develop a greater sense of community (or social presence). The instructor can reinforce and emphasize aspects of the course content by designing activities that are especially suited to in-person discussion and collaboration (cognitive and teaching presence).
The online component of a hybrid course lends itself to new kinds of student engagement and activities, for example, online discussion or sharing resources in a common course space. Each of these activities enables different kinds of cognitive, social, and teaching presences than the traditional face-to-face classroom.
If you would like more information about the HCDI or to get contact referrals to past Institute cohort members to hear about their experiences, contact UWB Learning Technologies at email@example.com
Participate in HCDI
If you are interested in participating in HCDI, contact Learning Technologies to learn about the next time it will be offered.
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