At this point, I see the main opportunities in hybridizing a Great Works of Literature course to be: 1) more (and more variety of) writing, 2) more opportunities for non-traditional learners and/or shyer students to participate more fully, 3) the space to dig into my own teaching practice, examine my assumptions, and experiment. I will definitely be looking at how I’ve used blogs in the past. I’ve used them in a lot of classes and have definitely gotten better over the years, but I will need to consider what more I have to do to make sure my class blog (or whatever spaces I use) rises to the occasion of a hybrid learning experience. I want to focus on giving diverse assignments, so students with different skills all have a chance to “shine.” I always do this, but I feel like the hybrid structure will open up new ways for me to imagine and encourage student success.
The main risk I see–my big fear–is a loss of pleasure. Time flies when I’m teaching. Not all the work associated with teaching (ahem, grading) fills me with adrenaline and joy, but class time does–it definitely does. I’m at the point in my career that even when a class session goes “poorly,” it’s a good experience. I examine it, learn from it, am interested in what happened. Good or bad, class time is an opportunity to get to know my students, be surprised, and learn along with them. It’s just fun. And it’s what sustains my energies during a semester when some less fun stuff threatens to drag me down. I worry I won’t enjoy teaching as much in a hybrid environment–and that, as Nicole mentioned, I’ll lose the flexibility I’ve learned to build into my classes, which is a big part of what’s fun and DYNAMIC about the work of teaching.