Keystone College
Hybrid Course Proposal Form
(Fall proposals due by 1/15, Summer by 1/15, Spring by 5/15)
Faculty Name: Kim Mapes____ Course Title & Number: __IT200 Intermediate Computer Applications______
First Semester To Be Offered: _spring 2012 weekender_ Will an on-campus lab be required for this course? __No
Maximum Class Size_25____
1. Need/Justification
X__ Weekender offering X__Summer offering X__Meets department Schedule Needs
What is the intent in offering the course as a Hybrid course? What student needs will this offering meet?
Are there learning opportunities made possible in a Hybrid course that might not be available in a traditional course? Is this course part of a program or institutional priority?
IT300 Advanced Computer Applications is being offered as a hybrid course on weekender in summer to increase the options for courses in the 300 level Information Technology areas. Students with various learning styles are easier to engage in a hybrid format with part of the course delivered online and part of the course delivered face to face. Learners are better served in an online format when busy lifestyles are accommodated and they can learn at their own best time. Face to face learning is allows for socialization of learning not available online. This combination of online and face to face learning increases student retention and frees up classroom space. Student learning is enhanced by using the best practices in both traditional and online learning that emphasize active learning techniques.
2. Course Content Delivery/Assignments/Methods of Evaluation
· Attach a completed syllabus: The syllabus for IT200 is attached with the OL components bolded.
· We strongly recommend using the online syllabus template. If you choose to use your own design, the syllabus must include clear information about items detailed on the Hybrid Course Checklist.
· The syllabus should describe both face- to -face and online portions of the course. Information should specify the requirements for participation in both the online and face-to-face portions.
· The syllabus must clearly state when and where students should participate each week and includes a structured set of topics and schedule. (N.B. If this course is being developed for a Weekender offering, the face-to-face meeting dates are prearranged by Weekender Coordinators.)
· Attach a completed course schedule with online components in bold type.
· How do you plan to divide and schedule the percent of time between face-to-face and the online portion of your course? The schedule is divided at a 45% OL to 55% face to face as pre-determined for summer weekender.
· What means will you use to assess students’ work in each of these components? The discussion board, online quizzes and papers submitted directly to the grade center will be used for assessment of student work online. Face to face tests, handout presentations, and in class projects such as Venn diagrams and implications wheels will also be used.
· Note that the total number of online contact hours should approximate the equivalent number of hours required in an on-campus setting. This class is designed to be the equivalent in any delivery method.
· Attach a completed Hybrid Course Checklist. The checklist is attached.
· Hybrid teaching is not just a transferring a portion of your traditional course to the web. Instructors should explain the purpose of both online and face-to-face portions of the course, and how they compliment and reinforce each.
· List the learning activities you will use for the online portion of your course. N.B Homework is not an acceptable course component. (Choose activities that reinforce and feed back into the face-to-face components)
3. Technology
· What steps will you take to assist students to become familiar with Blackboard’s features?
· Describe any special software or multimedia tools you plan to utilize in your course (PowerPoint, Captivate, Flash, pod casts or other audio, etc.). This is helpful to determine technology support needs.
· If you plan to use any multimedia (video, pod casts, specialized software), will it be accessible to your students in terms of both software and internet availability (dial-up access) at home?
To assist students in becoming familiar with Blackboard’s features I will present an orientation unit that asks students to test their use of the needed features in Bb prior to needing these items in class. I will also show some of these features during the introduction on the first face to face session. I will be using voice over PowerPoint’s or another technology such as Adobe Connect. The files will be able to be downloaded on Dial up and appropriately compressed with the help of the media team at Keystone College
4. Accommodations for Students with Disabilities
· The Blackboard Course Management system is compliant software that accommodates students with disabilities. If you plan to use any other multimedia or any other software systems (video, podcasts, specialized software), how will you insure that they are accessible to your students in terms of both software availability at home and on campus and accessible for students with disabilities?
The course will be delivered primarily on Bb. The few websites used will have captions for use with screen readers. Using voice over PowerPoint will accommodate both deaf and blind students.
5. Submit your signed proposal to the Online Learning Committee. (The committee meets on the third Thursday of the month September to May.)
Instructor Acknowledgement
I understand that once this proposal is approved by the Online Learning Committee:
1. I will complete a Blackboard competency training provided by the College. Initial ___KLM_____
2. I will enroll and complete the required Hybrid training course provided by the College. Initial _KLM______
-Kim L Mapes______Kim L Mapes______10/5/2012
Faculty Developer Signature Date
______
Division Chair Signature Date
Online Learning Committee Review ______
Accept Provisional Reject
______
Academic Dean Signature Date