Hybrid Campus Workshop

Designing the Hybrid Campus
Architects Philip Parsons and Deepika Ross
January 30-31, 2002

Afternoon Discussion Notes
The facilitators outlined the possible implications of the morning’s sessions for hybrid campus design, and assigned brainstorming tasks to each group:

Curriculum group: which programs best lend themselves to the hybrid campus concept, and why? Which programs don't?
Pedagogy group: what new pedagogical opportunities does the hybrid campus offer, and what do these new pedagogies need to make them effective?
Administration group: what are the fiscal and administrative implications of a hybrid campus?

Curriculum and Pedagogy groups:

hybrid programs at MCC

multiple delivery options - such as independent learning, lecture, seat time, OE/OE/online course, online/in person
not everywhere

programs that lend themselves to hybrid

does not translate easily - classes with lab, languages
does work - environmental science, watep..

groups it works for:

age discrimination! should not be a factor!

how do we free ourselves from the shackles - rigid in

funding
space
credit units
class periods
seat time
faculty roles
FTSE

hybrid learning is effective:

"background" information
fundamentals
"just in time" learning
"push" technology

Do hybrids exist?
- Yes, at GCC, SMCC, PC, GWCC

Hybrids are...


totally on-line	totally in classroom

Any instruction can be effective along this continuum-
- mix needs to fit the students and content
How do we develop faculty skills to make this happen?

Pedagogy

Community

social
online
support

Quality

ensure quality
value for money
face to face and online

Admin/Finance groups:

Faculty - key -

instructional design
determinate of quality
more visible in hybrid environment

Mobility - breaking down boundaries
capital $
operational $
override?
universal access (don't have to pay extra)
hybrid student services
underlying structural barriers
colleges on board, when will district be on board 24/7?
new people, new expectations --changes in space and other opportunities
it is very simple if you know where you are going
even though things have changed, some still insist on TWWADI
structuring activities and interventions -- feeling what its like to be ________
the importance of taking a different look (met cognition) to increase recall and transfer
perfectly clear directions are often ineffective
keeping pace with students

teachers
facilities

connecting students to their learning environment
changing context - keeping mindful
on campus sabbatical
campus vs. college model

administrative cost
autonomy
does the college know best
regional politics

How does hybrid learning affect this issue?
major problem: record keeping/accounting
card concept - how do you distribute FTSE?
change - how do you view the student - more successful vs.
paradigm shift

Swirling Students Model

return: morning presentation notes...