Schedule

The goal of this two-week seminar is to facilitate dialogue about the implications of hybridizing two courses specific to Baruch College: Great Works of Literature and Communication Studies 1010.  This seminar is not comparable to training that instructors can get via the School of Professional Studies’ recurring “Preparation for Teaching Online” workshops, which is focused more explicitly on course design, best practices for maintaining engagement in distance education courses, and exposing faculty members to the modes of interaction Blackboard affords. Support for those processes are available locally throughout the school year. By the end of this seminar you will have contributed to the creation of an artifact that will be taken forward into efforts to design hybrid versions of these two courses (and others) at Baruch, a process which you will have the opportunity to continue to take part in.

Seminar blog url: https://blogs.baruch.cuny.edu/ctlsummerseminar14/

June 9

In-person meeting, NVC 7-165

  • Introductions
  • Overview of Workshop, state of hybrid/online instruction at Baruch/CUNY
  • Overview of technologies
  • Exploration of modes of interaction in online courses
  • Training on Blogs@Baruch
  • Paperwork

June 10

Read the following:

  • Jim Groom and Brian Lamb, “Reclaiming Innovation,” Educause Review, vol. 49, no. 3 (May/June 2014).
  • Randall Bass, “Engines of Inquiry: Teaching, Technology, and Learner-Centered Approaches to Culture and History,” introduction to Engines of Inquiry: A Practical Guide for Using Technology in Teaching American Culture. Washington, D.C.: American Studies Crossroads Project, American Studies Association, 1997. (Download as PDF).

June 11

  • By 4pm, publish a post for the seminar blog of no more than 500 words that synthesizes your thoughts about these two articles.
    • You might write about how they would shape your approach to hybridizing the specific course you’re tasked with thinking about in this seminar, or a rumination on the roles of technology and “innovation” in higher education.

June 12

June 13

  • By noon, publish a blog post that identifies and explains in detail an opportunity and a risk you see in hybridizing the course under consideration in this seminar.

Over the weekend

  • Read all posts on the seminar blog
  • Post substantive comments on the blogs posts of at least two other seminar participants

June 16

Work with other members of your cohort to design a deliverable that can be completed by Friday.

  • It might be a series of assignments that can best be done in a hybrid course; it might be a memo about the implications of hybridizing courses in a particular discipline. The key is that it will be of use by participants in the seminar and to colleagues who work on this course’s hybridization going forward.
  • Have one member of the cohort post a scaffold for your plan to the seminar blog by midnight
  • Be sure that your plan includes a note on division of labor

June 17

Work in your cohort

June 18

By noon, post an update on your progress, which can either be a narrative or a working draft of what your group is producing

June 19

Group Project posted to the blog by midnight.

June 20

Post a substantive comment in response to the other cohort’s project by 4 pm.

css.php