Category Archives: Hybrid Course Content

One should probably avoid drinking from a firehose

Posted on January 23, 2016 by mobleyme

In my reading of the “5 common pitfalls”, #s 3-5 stood out to me as being a) quite interconnected and b) quite relevant to my biggest frustrations with the classes I’ve been teaching so far and the big opportunities I see for … Continue reading →

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Avoiding the ‘Sage on the Stage’ Mentality

Posted on January 22, 2016 by bernells

As I have been teaching for 22 years, the transformation in teaching from the ‘sage on the stage’ to a ‘guide on the side’ is tremendous. In the health policy world, there are many wonderful briefs, commentaries and other material … Continue reading →

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Convincing Beginning Poets They Are Makers: Or, Ways to Sidestep Pitfall #4

Posted on January 22, 2016 by holmberk

I found it very difficult to choose a Pitfall, since they all seem interconnected, and since I can identify ways in which I fall for or resist almost all of them in my teaching. However, I think Online Course Design … Continue reading →

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Understanding Grammar as a Hybrid Course

Posted on May 15, 2015 by brocki

WR 330, Understanding Grammar, is a course that leads students through the advanced concepts of grammar. Basically, the course strives to answer: What is it we do as writers, and what are some of the effects of those choices? The … Continue reading →

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Visions of a hybridized grammar (and reading…and writing) course

Posted on May 15, 2015 by noacker

IEPA (Intensive English Program: Academic) Grammar 3 is a course offered to students of low-intermediate English proficiency. It is part of the Academic English Program, one of three language programs offered at INTO OSU. The program’s purpose, and thus the … Continue reading →

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Mike Jager on Pitfalls

Posted on April 17, 2015 by jagermi

It was thoughtful for the author to limit the number of pitfalls of teaching to just 5. More might have been scary. The class I am moving toward a hybrid profile (with Carmel) is entitled Digital Storytelling and involves instruction … Continue reading →

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Avoiding the pitfall of ignoring the ways students learn from each other

Posted on April 15, 2015 by noacker

Not too long ago I had a conversation with an older instructor about technology in the classroom (iPads and smartphones specifically). Defying certain stereotypes of age and technology use, he supported the use of technology in class, while I opposed it. At … Continue reading →

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On Being a Sage on the Stage, and Not Being One, and Poetry

Posted on April 14, 2015 by brocki

How can I avoid being the “sage on the stage,” Pitfall #3? As I think about this question, I can’t help but think about the poetry class I taught—on campus—yesterday afternoon. We were talking about imagery, and how a poet’s … Continue reading →

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Geo350: Population and Environment – in a nutshell…

Posted on November 16, 2014 by hommeld

Geo350 examines the impact of human population dynamics on individuals, societies and the earth’s physical and biological environment. Beginning with an analysis of some of the general issues associated with human population change over time, we will move toward a … Continue reading →

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Pre-Internship Hybrid Course Design

Posted on November 8, 2014 by elliokar

The course I am designing as a hybrid is H407, the Pre-Internship Seminar in Public Health.  This is currently an on campus course offered every term for two credits, and it meets currently twice a week, 50 minutes for each … Continue reading →

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