Author: TGubernat

1. Glossary – Contribute at least two terms and definitions to our collective Hybrid Seminar Glossary. You’ll find the instructions in this glossary doc and if you’d like to add a term that isn’t already listed, feel free to do so.

2. Reading – Sign up here for an article that you will read along with a “role” that you will take while annotating it. (You only need to sign up for one.) The descriptions of the roles are in the sign-up doc.

We want to note that all three of the articles that we have selected come from a perspective that is generally critical of particular uses of educational technology. Our intention with this exercise (and in the Hybrid Seminar generally) is not to advocate for particular uses of ed tech, but rather to expose participants to a multitude of perspectives and to facilitate productive conversation: in other words, to get you to think about your choices, whatever they are. We hope that you’ll engage with this exercise (and with the annotation roles) with an open mind and in the spirit of helping your colleagues to explore their options when it comes to choosing tools and platforms that facilitate learning. Please note that the views expressed in the annotations may not necessarily be the actual perspectives of the participants: for example the “Devil’s Advocate” role.

3. Resources – At the top of this Tools & Campus Resources chart, there is a list of tools underneath headings that describe how the tools can be used (i.e. tools for group collaboration, tools for presenting information, etc). Choose 2-3 tools to research. Ideally, you’ll choose one tool that you’ve used before and one that is new to you, but both tools might be new, or you might choose all tools that you’ve already used. Do some research, and fill in as much information as you can about the tools that you’ve chosen. As you do this, consider the following:
   • Is there a cost or is this tool free for students to use? Are there any restrictions to the free version? If it is free, how do the creators make money from it? (i.e. Is the tool grant-funded or supported by a university? Is it crowd funded? Do they collect and sell data? )
   • Can students access it on a smartphone?
   • Does the tool require students to post any identifying information publicly? If so, is there a way for students to obscure their identity if they wish to do this? (i.e. By choosing a pseudonym.)
   • Will students be able to access their information after the semester is done? Can they take down their contributions themselves?
   • Will students use the tool after college? In other words, is this a tool that is useful to learn outside of the context of school?
   • What are the accessibility considerations that someone using this tool might want to keep in mind?

4. Assignments – This Assignment Worksheet is designed to help you take the first steps toward adapting an existing assignment for the hybrid context, or to experiment with making a new assignment for your course. You will workshop your assignment during the next session (and the third session, too!), so don’t worry if you’re not sure about what to do yet.

Feeling stuck? Check out the Innovative Hybrid Assignments doc for ideas from past participants, or reach out to your CTL buddy to talk about your ideas.

Session theme:

Creating a classroom culture and accessible hybrid course design.

Learning goals:

• Participants can explain why “accessibility” is a broad / evolving set of (changing) practices rather than a checklist
• Participants can explain the concept of Universal Design for Learning (UDL)
• Participants can locate tutorials on how to format documents (MS Word, PDFs, Power Points, etc.) to maximize accessibility
• Participants can determine other practices (i.e. language, policies, images, text, multiple entry points, assessment practices) that can  make classes more accessible
• Participants can evaluate the affordances and limitations of a variety of hybrid learning environments and how the culture they create makes participants feel as “students”

Pre-homework:

1. Introduction: Post a meme (in this Google doc)  that explains something about who you are as a teacher and who you are as a student. Write your name above the meme, and write a caption below it (there’s an example in the doc).

2. Blackboard Accessibility Training: Log in to Blackboard, navigate to “Accessibility Training” in the top navigation menu, and click “enroll.”

 

• Review “Topic 1. UDL & Your Teaching” (especially the video called UDL At a Glance). Browse / skim through the other resources in this module. Make sure to take the Lesson Quiz called UDL & Your Teaching at the end of the module
• Sign up to be responsible for one group of the following modules about a technology that you might use in your hybrid course. By “responsible” we mean that you could determine and explain to someone else about whether or not a sample text is using accessible design:

Blackboard Accessibility
OR
Word, Excel,  and PDF Documents (please do all three)
OR
PowerPoints Documents and Multimedia (please do both)

• As you review the Blackboard material, think about how it is teaching you as well as what you’re learning. Think about your engagement as a “student.” How are you demonstrating what you’ve learned? How would we, as your instructors, know what you have learned? Be prepared to share your insights in the next session.

3. Collaboratively annotate the “Accessible Syllabus” using hypothes.is: [Note: if you need to join the Hybrid Seminar Hypothes.is group after the first session, please contact Lindsey for more information]. Note that you will need to check your e-mail and confirm your invitation before you can log in if you don’t already have a hypothes.is account. You are invited to use your real name or a handle (fake name), but if you use a handle, please let Lindsey or Tamara know so that we know who is commenting.

• Once you have joined the group, click on this link to view the Accessible Syllabus. Add at least 2-3 annotations, or comment on other participants’ annotations (anywhere on the site). You are welcome to make more than 2-3 comments or annotations. Make sure to choose the Hybrid Seminar 2019 group. You must be logged in, and you must have accepted the invitation to the group to do this.
• Need more help with hypothes.is? Click here for a comprehensive guide to using the platform. Instruction #4 gives more information about how to annotate as part of a group.