To make sure you pick up a pace that is suitable to most participants. When you are blending technology with in-class instructions, you will find a wide variation of skills levels among the participants. You don’t want to be too slow to bore the advanced students but at the same time not too fast to leave many behind in doing an in-class exercise.
Understand the real learning needs and find the right content for the right environment. Too often, people are sent to courses by their managers whereas they might not see or understand the need themselves. Once you’re clear on your audience and their asks, tailor the offering - deep knowledge transfer face to face, more process and solutions oriented stuff can go into virtual rooms, webinars, videos etc. And don’t forget to have fun along the way, it will reciprocate! And learnings will anchor around that experience, which is what you want after all.
Pedagogy in the hybrid or blended learning environment should still meet the needs of the learners and enrich the learning community, while at the same time, deliver against the course learning outcomes. Adjunct professors and online learning instructors tend to have an edge vs. full-time professors in this area, especially those that have a masters degree in the subject matter in addition to a masters in education. Publishers have plenty of resources that can be integrated into blended learning environments, but instructors need to understand how to do appropriately do this and be able to utilize them. I believe colleges and universities will create new roles to facilitate this training across its academics.
True time commitment and dedication during the virtual parts is difficult. Attendance is often (too) low, and assignments not done. A lot of catch up needs to be done during face to face.
When I design new learning, I prefer to use social learning for the virtual part, and forgo assignments unless absolutely necessary.
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