About Us | Academics | Admissions | Student Life | Financial Aid | Continuing Education | Giving to the Campus
Session Descriptions
Keynote | Concurrent Session 1 | Concurrent Session 2 | Concurrent Session 3 | Concurrent Session 4
Printable Version of Session Descriptions
8:45 am - 9:15 am
Welcome
Handouts: Hybrid Learning Intro (PPT)
Handouts: Defining Hybrid (PDF)
Handouts: Hybrid Conference Questions (PDF)
9:15 - 10:15 a.m.
Keynote Address - Scott Warnock
Perkins Student Center Auditorium
Hybrid courses: Getting the right mix for learning
Presenter: Scott Warnock
Abstract: Dr. Warnock will discuss his experiences teaching hybrid courses and developing a program-wide hybrid learning initiative for Drexel University’s Freshman Writing Program. He will describe the pedagogical strategies of his hybrid composition courses, and he will discuss challenges, including assessing these courses, that he and his colleagues have encountered. He will close by exploring ways of integrating online and onsite teaching techniques to maximize student learning experiences.
Keynote Presentation (PPT)
10:30 - 11:20 a.m.
Concurrent Session 1
The best of both worlds -
Tips for developing and teaching a hybrid course
Presenter: Denise T. Ogden
Session Format: Presentation Session
Room: Thun 145
Abstract: A shift to inclusion of hybrid and online courses is occurring at many colleges and universities throughout the United States. This presentation describes best practices in making this transition. A review of hybrid/online learning and a tips for the design and implementation of courses are discussed.
Handouts: Questions to consider when designing a hybrid course (PDF)
Handouts:
Comparative advantage by activity (PDF)
Handouts:
The best of both worlds (PPT)
Communication to support students at distance
Presenters: Bim Angst and Jackie Ritzko
Session Format: Presentation Session
Room: Thun 137
Abstract: Beyond developing computer-friendly materials for students to access independently and asynchronously, instructors in hybrid and online learning environments can—and should—initiate responsive communication to support students. Often, this instructor-initiated and instructor-fostered communication at distance may be best undertaken outside the established course environment using technologies with which frazzled, unsure, and under-performing students are more familiar and comfortable, such as AIM, Yahoo!Messenger, Skype, Google Chat and Google Docs, Facebook, Twitter, and the telephone.
This presentation includes:
Bim Angst teaches required writing courses at Penn State Schuylkill, where she has employed varied technologies to communicate with students at risk; she has long experience with students in the online environment, being among the first cadre of instructors for World Campus’s English 202C and 202D, which she continues to teach. In addition to being Penn State Schuylkill’s eLearning Support Specialist, Jackie Ritzko’s scholarly and practical expertise centers heavily on the social and communicative areas of technology.
Handout: Communication to support students at a distance (PPT)
Putting your best foot forward:
Ensuring quality hybrid courses
Presenter: Amy Roche
Session Format: Presentation Session
Room: Thun 138
Abstract: How do you establish quality hybrid courses? The first major step is to focus on the course design which includes the planning that goes into the course. In this presentation, participants will be introduced to the role of quality assurance in hybrid courses and to two valuable resources for quality assurance. The two resources are the Penn State Quality Assurance Standards and the Quality Matters TM rubric, which is the system that Penn State’s standards are based upon. These two resources assist with the course design and then help evaluate the online component of hybrid courses. This session will also focus on how one aspect of the resources, the concept of “alignment”, can be used to improve your course whether you teach on-campus, hybrid, or online.
Handouts: Putting your best foot forward
11:30 a.m. - 12:20 p.m.
Concurrent Session 2
The good, bad and the ugly:
Recap of a first experience with hybrid teaching and learning
Presenter: Lolita Paff
Session Format: Presentation Session
Room: Thun 145
Abstract: This presentation will summarize my experience teaching Microeconomics (ECON002) in a hybrid format. The focus of the presentation will be to provide a detailed summary of methods by which face-to-face instruction was replaced with asynchronous, online components including: podcasts, online quizzing, e-books, and discussion forums.
Evaluation of student perceptions, course evaluations, learning outcomes, and faculty satisfaction will be discussed. In particular, analysis and recommendations stemming from these findings follow along several paths of concern. First, what types of courses, students, and faculty are best suited to successfully utilize the blended instruction format? Second, what can be done prior to the start of the course to educate students about the benefits and challenges associated with blended-format coursework? Third, what types of support should be provided to faculty in implementing blended courses? Fourth, how should faculty peers and the administration recognize potential limitations/weaknesses in using standard forms to obtain students’ rating of teaching effectiveness?
The presentation will conclude with an overview of the ways I’ve changed the planning and implementation of a future hybrid course, ACCTG 211.
Handouts: The good, the bad, and the ugly (PPT)
Hybrid learning in the computer and information sciences
Presenters: Jeffrey A. Stone, Tricia Clark, and Elinor Madigan
Session Format: Panel Session
Room: Thun 137
Abstract: This panel session will discuss three distinct approaches to incorporating hybrid learning methodologies in both Computer Science (CS) and Information Sciences and Technology (IST) Courses. Because of the substantial component of independent, self-directed assignments in many technology-related courses, as well as the technical experience of the students in these courses, students majoring in these fields are particularly well-suited to hybrid learning environments. The session will include discussions of different hybrid learning approaches and possibilities, experiential knowledge gained by the panelists, and possible “best practices”. It is our hope that such this session will facilitate an engaging discussion on the topic of hybrid learning in Computer and Information Science courses.
Mr. Jeffrey Stone will discuss a hybrid learning approach targeted at junior-level IST students. The approach combines limited in-class meetings with an external team project based in civic engagement. This approach is considered appropriate given the relative maturity of the junior-level students and the need to integrate more real-world, self-directed learning activities. Assessment activities include reflective blogging, team-based document collaboration, and video production. A recent offering of this course will be discussed along with lessons learned.
Ms. Tricia Clark will discuss the ongoing use of online learning modules in the introductory CMPSC 101 and CMPSC 121 courses. The PALMS for CS1 materials (Problem-Oriented Animated Learning Modules for Introductory Computer Science) is a custom-built set of online learning modules which use computer animation, video, audio, and storytelling to address two objectives: enhancing the problem-solving skills of introductory students and illustrating the wider applicability of CS concepts. PALMS uses a variety of technologies to create and deliver multimedia presentations, integrated quizzing mechanisms, and problem-solving demonstrations that meet a range of learning modes and reinforce concepts in multiple ways. The use of these modules for hybrid-style learning will be discussed, along with future development plans.
Dr. Elinor Madigan will discuss how many tools often used for hybrid courses can be incorporated into non-hybrid courses offerings. The use of tools such as wikis, blogs, Adobe Connect and discussion forums comes in handy in times of inclement weather or other unexpected course interruptions. Dr. Madigan will discuss the use of these tools for assignments and for asynchronous collaboration. Incorporating these tools into a non-hybrid course permits the use of hybrid approaches when necessary, and allows Dr. Madigan to be more creative in meeting with students. The benefits and pitfalls of these tools and their use will be discussed.
Handout: PALMS (PDF)
Handout: PALMS Presentation (PPT)
Handout: Asynchronous Collaboration (PPT)
Handout: Hybrid Learning in IST (PPT)
Digital media, games, and simulations, oh my:
Enhancing (e)Learning through integrating digital learning materials into your course
Presenter: John Shank
Session Format: Presentation
Room: Thun 138
Abstract: The session will focus on the emergence of new types of learning resources that are increasingly being developed by textbook publishers, colleges/universities, and educational entertainment media to enhance learning. Specifically, you will learn about the potential benefits, how to locate, and integrate these materials into your classes.
Handouts: Digital Media, Games and Simulations Presentation (PDF)
12:30 - 1:30 p.m.
Lunch
Tully's, Perkins Student Center
1:40 - 2:30 p.m.
Concurrent Session 3
Rethinking PowerPoint slides:
Transforming in-class and on-line presentations using the Assertion-Evidence structure
Presenters: Joanna Garner and Michael Alley
Session Format: Workshop Session (Hands-on)
Room: Thun 137
Abstract: PowerPoint is a popular tool for creating visual aids that enhance face to face, hybrid, and on-line learning environments. Many of us are familiar with common mistakes in slide creation, such as too much or overly generic text, or abundant decorative visual elements. Typical practice is to use the default slide structure or minor variations of it, which means the use of phrase headings, bullet points, and images which decorate or partially illustrate but do not explain ideas (Garner, Alley, Zappe & Gaudelli, 2009). The majority of common practice slides, therefore, violate key principles of multimedia learning that have been derived from research in educational psychology and instructional design. These principles include the notions that people learn best when explanatory images augment text, when peripheral information is removed from slides, and when the relationships among key ideas are clearly depicted (Mayer, 2005b). Together these principles can allow an instructor to increase the likelihood that a learner will be able to comprehend the key aspects of the information being presented, and will apply their knowledge afterwards.
How can these principles be incorporated into PowerPoint slides? In this interactive workshop participants will learn about the Assertion-Evidence slide structure (Alley & Neely, 2005), a structure which is in line with multimedia principles of learning. The structure is becoming increasingly popular for those seeking to convey specialized informational content. Applicable to a number of disciplines, this design specifies a sentence assertion for each slide and, in the body of the slide, the visual depiction of supporting and explanatory evidence for the assertion. This can include graphics as well as words arranged visually. Using this format encourages the instructor the reflect on the key ideas to include, on the structure of the information being presented, and on the most effective ways to present supporting evidence to learners. It also encourages reflection on the pedagogical interactions that take place as the slides are discussed and the situations in which slides may be more and less appropriate.
This workshop will include a framing of PowerPoint slide design from the perspective of multimedia learning principles, a comparison of common practice and Assertion-Evidence slides, and the opportunity to practice creating an Assertion-Evidence slide on a topic of the participant's choosing. Participants should be prepared to create one or two slides for a new presentation topic, and would benefit from bringing images, graphs, or other visual evidence that might be appropriate for communicating that topic. Some familiarity with the basic features of PowerPoint is recommended.
Workshop facilitators are Michael Alley, Associate Professor of Engineering Communication at Penn State University Park and Joanna Garner, Assistant Professor of Psychology at Penn State Berks.
Hybrid Workshop:
Designing a hybrid module as way to learn the nuts and bolts of designing a hybrid course (Session 1 of 2)
Presenter: Ike Shibley
Session Format: Presentation
Room: Thun 138
Abstract: In this first of two-linked sessions, participants will be introduced to the concept of hybrid modules. Emphasis will be placed upon the theory behind the design of the hybrid modules and several examples will be shown, including some that will work in an online course. The presenter has worked with groups of faculty in the US and Canada to facilitate design of hybrid courses. This two-linked session workshop will be a modified version of what happens during a day-long seminar on hybrid courses. At the end of this session participants will have a clearer concept of how to capitalize on the learning opportunities inherent in a blended course while also reinforcing the importance of several pedagogical challenges: clear learning goals (with active verbs), logical organization, and effective assessment. After this session, participants are encouraged to stay for the second session that will allow them to apply the concepts learned in a real life scenario.
Handouts: Blended Course Design (PDF)
Handouts:
Blended Course Design (PPT)
Google Docs
Presenters: Jackie Ritzko and Kate Morgan
Session Format: Presentation Session
Abstract: TBA
Room: Thun 145
Handouts: Intro to Google Docs (PDF)
2:40 - 3:30 p.m.
Concurrent Session 4
Hybrid statistics clicks
Presenter: Janet M. Winter
Session Format: Presentation Session
Room: Thun 145
Abstract: Based on a hybrid elementary statistics course, this presentation will describe the development and application of online materials. It will evaluate the resulting course based on students' academic success and students' comments. It will also consider the benefit of clickers to enhance a connection during face time. After reviewing the comparative analysis of face-to-face versus hybrid instruction, you will better understand the challenges and benefits of hybrid instruction, and hopefully, will want to become involved in the pedagogy of hybrid learning.
Handout: Hybrid Statistics Clicks Presentation (PPT)
Hybrid Workshop: Designing a hybrid module as way to learn the nuts and bolts of designing a hybrid course (Session 2 of 2)
Presenter: Ike Shibley
Session Format: Workshop Session (Hands-on)
Room: Thun 138
Abstract: (Note: This is the second of two related sessions.) In this hands-on, collaborative session participants will design a hybrid module. The activity will involve designing a module for either a game (a card game, Scrabble, Monopoly, etc.) or a sport (baseball, bowling, curling, etc.). Participants will focus on the three times when students interact with the content: before class, during class, and after class. Each team will create learning goals, design online activities (for before and after face-to-face time), create an engaging activity for face-to-face time (no lectures allowed), and create at least two assessment measures to determine what the students have learned. This activity usually proves both informative and enjoyable for participants. Participants should arrive ready to think creatively and pedagogically about how best to design a learner-centered, engaging module.
Moving beyond the red pen:
Techniques for providing feedback in a hybrid course
Presenters: Tricia Clark and Mary Ann Mengel
Session Format: Presentation Session
Room: Thun 137
Abstract: As a result of the reduced face-to-face time in a hybrid course model, a larger proportion of coursework and communication occurs online. In order to maintain student engagement, as well as provide ongoing feedback; many faculty are exploring digital communication techniques. This session will describe and explore a variety of useful technologies for providing electronic feedback to students. Topics will include:
Handouts: Moving beyond the red pen: Audio Feedback (PDF)
Handouts: Moving beyond the red pen: Digital Assessment Presentation (PDF)
3:30 - 4:00 p.m.
Meet with an Instructional Design Expert
Thun Library, Rooms 137, 138, 145