Call for Chapter Proposals
I have launched this open textbook project (on edtechbooks.org) to create a book that explains the principles of hybrid-flexible course design, explains fundamental practices found in these courses, and reports results around student participation, academic success, and other metrics we may value. The title of the book is: Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. A large part of the book is reserved for case reports from faculty and staff at institutions using some form of hybrid-flexible course design, large, mid-sized, or small scale.
I am looking for an author (or team of authors) who could write a chapter on [YOUR INSTITUTION]’s Hybrid-Flexible (use your term if you have one) Course Experience. If you think you might be interested, please read on.
Thank you for considering this invitation. (Please forward to others you know who may also be interested.)
More about this work:
This open textbook is beign developed and hosted at edtechbooks.org, a relatively new open textbook publishing platform developed by faculty at BYU. The book URL is https://edtechbooks.org/hyflex and will be published under a CC-BY open content license. This license lets others distribute, remix, tweak, and build upon this work, even commercially, as long as they credit the author(s) for the original creation. This is the most accommodating of the creative commons licenses offered and is recommended for maximum dissemination and use of licensed materials. For more on Creative Commons licenses, see: https://edtechbooks.org/-qi
Hybrid-flexible course designs have been used successfully for more than a decade at many higher education institutions with a wide variety of courses. Often the initial impetus for developing a HyFlex approach is a very real need to serve both online and on ground students with a limited set of resources (time, faculty, space) which leads to a multi-modal delivery solution. When students are given the freedom and ability to choose which mode to participate in, from session to session, they are able to create their own unique hybrid experience. We have started calling this a “student-directed hybrid” learning experience.
This volume provides readers with methods, case stories, and strategies related to Hybrid-Flexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design. More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book. The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions. These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction). A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution. Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting.
If you are interested, please let me know via email firstname.lastname@example.org [mailto:email@example.com], and we can discuss specifics for your chapter if you have questions. I will need a tentative title and a one-paragraph summary of your chapter within a couple weeks, a detailed outline of your chapter a few weeks later, and the completed chapter draft by June 1, 2019. I anticipate review and revisions to take place during summer 2019 so the volume is fully released by September 1, 2019 (maybe sooner). There will be a plan for accepting chapter contributions for Unit III (see below) ongoing to build the database of implementation stories.
Appended below is more information about the book and the list of chapters I have initially planned. Please look this information over and let me know if you are interested. I can be reached by phone at 415-338-6833 or by email at firstname.lastname@example.org [mailto:email@example.com]. I am also very interested in your suggestions for this important project.
Dr. Brian Beatty, Associate Vice President for Academic Affairs Operations
Associate Professor, Instructional Technologies
San Francisco State University
1600 Holloway Ave
San Francisco, CA 94132
Hybrid-Flexible Course Design: Implementing student-directed hybrid classes
Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning. Chapters in Unit I describe the fundamental purpose(s), values, goals and other universal aspects of Hybrid-Flexible course design and implementation. Taken together, these chapters provide the case for Hybrid-Flexible course design and present guiding principles for the detailed design, development, implementation and evaluation work explained in Unit II.
Unit II. Supporting Faculty, Students and Administration Adoption of Hybrid-Flexible Instruction. Chapters in Unit II explain how to build and deploy Hybrid-Flexible courses with specific focused discussions on the varied experiences and perspectives of major stakeholders: faculty, students, administration, and institution. These chapters discuss many of the detailed issues, experiences and design decisions that must be managed in most Hybrid-Flexible implementations; specific solutions in a variety of cases are explored in Unit III.
Unit III. Hybrid-Flexible Implementations Around the World. Chapters in Unit III provide specific case reports from institutions and faculty who have direct experience implementing Hybrid-Flexible courses in their own unique context. Each chapter explains 1) the need for Hybrid-Flexible, 2) the design (product and process), 3) the implementation experience, and 4) an impact evaluation. Chapter authors have all designed their own Hybrid-Flexible courses either as faculty or instructional designer working with faculty and write from personal experience. Their voices and stories provide a rich tapestry that is itself an example of a hybrid (mixed methods) flexible (changing, adaptive) approach to Hybrid-Flexible course design.
Prospective Chapter Topics:
- Introduction to the book
What is the need for Hybrid-Flexible approaches to Instruction?
What is a Hybrid-Flexible course?
Unit I. Hybrid-Flexible Course Design to Support Student-Directed Learning
- The Power and Perils of Student-Directed Learning
- Values that Drive Hybrid-Flexible Course Design
- Designing a Hybrid-Flexible Course
- Benefits and Costs of Hybrid-Flexible Implementation
Unit II. Supporting Faculty, Students and Administration Adoption of Hybrid-Flexible Instruction
- Student, Faculty, Administrator and Institution Perspectives
- Teaching a Hybrid-Flexible Course
- The Student Experience in a Hybrid-Flexible Course
- Administrative Factors for Implementing Hybrid-Flexible Courses
- Supporting the Adoption of Hybrid-Flexible Courses within the Institution
- Evaluating the Impact of Hybrid-Flexible Courses and Programs
Unit III. Hybrid-Flexible Implementations Around the World
- [Your University Name] Hybrid-Flexible Course Implementation (create your own title)
- Concluding chapter – summary comments and an open invitation to contribute additional case reports and “reuse, remix, and repurpose” the contents of this book.
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