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Nice break down of flipped vs hybrid on facultyfocus.

This article may have been more suited for last week but hey better late than never

Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes.

Blended learning does not simply involve shifting portions of face-to-face instruction Faculty Focus is a free e-newsletter and website that publishes articles on effective teaching strategies for the college classroom. This articles explains the re-conceptualization of the learning process in a hybrid course, as well as, detailing the steps of the ADDIE method (analysis, design, development, implementation, and evaluation).

Even though this MOOC is based on Hybrid/ Blended courses, it is still important that the instructor/teacher engage in the learning in and out of the classroom. Here is some ways to do this...

An older article, but still gets you thinking about your discussion boards.

Good conversation (brief) about learning and the flipped model

The flipped learning model of instruction has begun to make the transition from an educational buzzword to a normative practice among many university instructors, and with good reason. Flipped learning provides many benefits for both faculty and students.

A good simple approach. A three staged process for blended learning design: Absorb - Do - Connect

"The process model consists of three stages: Absorb-During this stage, students are gaining basic knowledge. This can include reading a chapter in the textbook. Do-Students then engage in an activity such as a discussion before the face-to-face session (in the case of a blended course) or a synchronous online session in the case of a totally online course. Connect-Students apply knowledge to real-world situations."

I've helped faculty implement this model in online courses and think it has been very successful. While a model like ADDIE provides a structured approach to designing an entire course, this Absorb, Do, Connect model, along with models like Gagne's 9 events of instruction provide us with models for how to structure individual lessons and keep them consistent.

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

Today, blended learning has become a more mature market. Many traditional classes have blended elements integrated into their structure, and we now have concepts like "the flipped classroom," indicating a strategy in which delivery of informational content occurs outside of class instead of during in-class lecture, freeing the face-to-face time for interactive activities.

This Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous learning tools to engage your online students.