Perspectives Spring 2015

PERSPECTIVES • SPRING 2015 16 CAPE CORNER On September 8, the Center for Aca- demic and Professional Education (CAPE) launched the newest course within the Teaching and Learning Academy entitled Hybrid 101. The goal of Hybrid 101 is to provide a structured and mentored oppor- tunity for CHCS faculty members to transform a course from traditional to hy- brid using sound principles of hybrid de- sign and the Community of Inquiry Framework. 1 This framework emphasizes the need to develop teaching presence, cognitive presence, and social presence in hybrid environments. Four course instruc- tors act as role models and mentors in the delivery of this 12-week hybrid course: Mary Blackinton, Ed.D., PT, GCS; Lance Cherry, Ed.D., PT, OCS; Melissa Lazinski, D.P.T., PT, OCS; and Eunice Luyegu, Ph.D., CPT. Hybrid 101 was created in response to a needs assessment from the Hybridization Work Group indicating faculty members are interested in creating hybrid courses but felt they lacked the time and resources to make a transition. Course topics include • transformation principles • course redesign principles • lecture and screen captures • collaborative tools • online tools such as wikis, journals, blogs, glogster • case studies/critical thinking • psychomotor instruction • video creation/editing (instructed during the face-to-face portion) • gaming • student assessment • course/instructor evaluation Participants were asked about the impact of Hybrid 101. Julie Keena, D.H.S., P.A., program director of the Fort Myers PA Pro- gram, spoke of her own transformation: “Prior to taking the course, I was very reluctant to even consider hybrid courses in our entry-level PA educational program. I truly felt that learning to be a PA required teaching many hands-on skills that just could not be accomplished without the students being completely face-to-face. Participa- tion in the hybrid transformation institute has al- lowed me to learn more about hybrid and online education and has changed my outlook. In fact, I believe that using a hybrid course for some courses—especially those requiring psychomotor skills teaching and learning—are a great way to actively engage students in their own educational process and take responsibility for being adult learners. I plan to slowly introduce hybridization into several aspects of the curriculum over the next several years and believe all students and faculty members will benefit from doing so. I also plan to encourage all of my faculty members to participate in this educational opportunity as part of their fac- ulty development process.” Jennifer Bencsik, M.H.A., RRT, assis- tant professor in the Department of Car- diopulmonary Sciences in West Palm Beach, had this to say about what she has learned thus far: “The Hybrid 101 course has provided me with skills I can utilize in our online completion pro- gram and our entry-level face-to-face program. For the online program specifically, the audio and vi- sual tools increase teacher and social presence in the course. These skills pass on to the entry-level face-to-face program, allowing us to transform tra- ditional didactic courses into a hybrid format. The idea of providing the lectures online in advance so the students have time to prepare and review will make face-to-face time more valuable. Having the students utilize video tools to share with their classmates also provides cognitive learning.” For their final project, all participants will present their transformed course to the team of instructors via the Zoom-a- screen sharing program. The presentation includes a completed course planning form and a tour of their newly designed hybrid course. For more information on Hybrid 101 or other CAPE courses, please contact Dr. Sandra Dunbar at extension 21305 or (954) 262-1305. FACULTY MEMBERS Immerse Themselves IN HYBRID 101 COURSE By Mary T. Blackinton, Ed.D., PT, GCS, Associate Director, Hybrid D.P.T. Program 1 Garrison DR, Vaughan ND. Blended learning in higher education: framework, principles, and guidelines. Jossey-Bass, 2008.