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Lessons from a Texas A&M professor who flipped a 400-student "Introduction to Ancient Rome" course.

I'd love to hear some real world examples that address one point in the article: "Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class." If anyone in our group knows of some specific tricks teachers usually employ for this, please let me know. (lil' quizzes? Q&A discussions? or something more interesting?) I'm wondering if there are other sorts of multimedia activities I could make that would serve similar function.

Warren, good question! The peer instruction approach of Eric Mazur et al. (see http://mazur.harvard.edu/research/detailspage.php?rowid=8) is a popular in-class technique. Here are some of other methods OSU hybrid faculty use to link online and face-to-face spheres: 1 - A low-stakes weekly quiz online prior to each class meeting. 2 - A discussion that flows from online to face-to-face and back again. 3 - A very short online essay turned in before each class meeting that builds on the online content, and is tied directly to in-class discussion or group work that follows. 4 - An interactive multimedia lesson online that provides a foundation for or extends in-class learning. (Examples: I recommend looking at Simon Driver and Megan McDonald's hybrid EXSS 444--I can connect you.) 5 - Group work online (e.g., formulating a debate position or a solution to real-world problem) that feeds into the next f2f class activity. 6 - A quiz at the start of each class meeting based on the online content. Whatever the method, a key is that the learning activities online channel rather directly into the in-class activities and vice versa. Think of it as a long ping-pong volley between learning activities in the online and f2f spheres from the first day of the term until the final exam or project.

Interesting article with real examples of project-based approaches to typical 'solve this' problems in a variety of disciplines.

A set of good discussion facilitation tips, especially for faculty who are new to online teaching.

An excellent guide for faculty written by Michelle Miller of NAU: "It's for anyone who is in the process of creating a new course or redesigning an old one and needs advice on which technologies to use, how to use them, and why."

An interactive site that helps faculty select and implement social media for use in their teaching based on Bloom's levels, types of content, instructional methods and forms of assessment in the course.

Research findings: "Faculty who assign team projects without preparing their students to work in teams greatly increase the likelihood that students will have a negative experience and student learning and performance will suffer. Teaching teamwork content is necessary but not sufficient for important educational and performance outcomes. Providing ongoing teamwork support is critical to team success and student learning."

This article by Kevin Gannon would be ideal to share with faculty developing or teaching a hybrid or online course for the first time.