New Teaching Formats

Here is the overview of this strand, by Lead Explorer Mitzi Philpott.

Begin eLearning by eXploring your options...

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ESPECIALLY FOR ONLINE TEACHERS: QUALITY MATTERS!

All of these activities will be accompanied by an online discussion forum, where you share your take-aways.

Fall Quarter 2015

Enroll in APPQM - Applying the Quality Matters Rubric (Option B) Links to an external site.

Winter Quarter 2016

Enroll in Becoming a Reviewer Links to an external site. or QM Accesible Links to an external site. OR

RTC Quality logo-2.jpg Have your own course Quality RTC reviewed and revised to meet standards and help review a course.

Spring Quarter 2016

Enroll in Becoming a reviewer Links to an external site. or QM Accessible Links to an external site., OR

RTC Quality logo-2.jpg Have your own course QualityRTC reviewed and revised to meet standards and help review a course.

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FOR BOTH CURRENT AND THOSE INTERESTED IN HYBRID FORMAT: HYBRID EXCHANGE

This is a year-long Faculty Learning Community that will meet in hybrid format: note that this is the only strand that necessitates live meetings - 4 to 6 a quarter - as part of the activities. We will choose a meeting time that works best for everyone. We have applied for an SBCTC grant and will do this whether we get it or not. Here is the basic outline:

The FLC will meet in a hybrid format to familiarize members with the format and its tools.
Using a Canvas shell, the FLC will build a living hybrid experience.
Each participant will construct one “experimental module,” which will take about two hours for other FLC members, in the role of students, to complete.

This approach will allow faculty to test teaching ideas, see how an assignment will work, and get feedback on how to make changes to gain confidence in using the format.

These experimental modules could include components like Ted Talks, pieces of their own existing courses, articles, as well as discussions and other interactive tools for participants to use.

For example, an experimental module might be on topics like “Making Your Backyard a Part of a Course” or “Part One of My Hybrid English 101 Course.”

It will be hands-on, practical and real-life sharing.
Participants will move through their short, self-constructed modules online and meet in person twice a month to give feedback on what was engaging, what features could use adapting and what lessons is the group learning.
They will also complete a related activity prepared by the facilitator based on participant interest or needs. The best practice of “Continued Engagement” – the crucial aspect of hybrid teaching – will be an integral part of the FLC. The FLC will also allow a variety of faculty across disciplines (and potentially even institutions) to network and engage in an ongoing, meaningful learning exchange that they themselves build.

The format of the FLC will generate interest in the format by providing first-hand experience with its potential as an instructional method; will ensure participant get to test the various tools and methods available; and will raise confidence as they have a chance to test out lessons and refine them with peer feedback.

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