“How can older literary forms be ‘translated’ into an online forum? What new kinds of translation, communication, and writing can emerge out of online collaborative work?”
—Prof. Nicole Zeftel
“Your final project for the course will take the form of an updated, multimedia commonplace book. A commonplace book was a way for Renaissance writers to collect together passages from their reading that they found interesting or worth rereading.”
—Prof. Stephanie Insley Hershinow
“Students will be expected to develop deliverables that focus on analyzing the impact of technology on the environment. Examples of deliverables include business cases, case analyses, and project reports.”
—Prof. Kannan Mohan
“I wanted to particularly highlight the structure of the site. I believe this arrangement makes knowing what to do and finding the resources to do it as easy and consistent as possible, so students can concentrate on the assignments themselves.”
—Prof. David C. Hoffman
“This assignment asks students to add a tale to The Thousand and One Nights on the course blog. Through an act of creative imitation that exploits the Nights’ additive structure, students participate in the text’s history of multi-author composition. They also prepare for a face-to-face discussion analyzing its intricate narrative form, and the relation of form to content.”
—Prof. Laura Kolb
I always felt there was too much lecturing but I was at a loss as to how to adjust this ratio of lecture to class discussion. Could a hybrid format assist me in this regard by expanding the “space” for class discussion? (Yes!)
—Prof. Robin Root
“As the semester progressed I learned to trust their contributions to their own learning. It was a real challenge to let go of my control of the learning. But once I did, I saw a vast improvement in student retention of the material. The student-led learning that was a necessary component of the hybrid subsequently became an integral part of all of my courses in the following semesters.”
—Prof. Karen Shelby