The makings of a collaborative hybrid course
In the spring of 2013, I began teaching a new course called Infomania. It’s a 300-level course that emphasizes research, digital literacy, digital tools and digital humanities.
I wanted this to be a different kind of course, one that would excite students about learning and that would give them opportunities to go in directions that interested them. Students work through videos and readings online, keep an online journal and work in groups on Popplet. They also create an individual curation project using such tools as Evernote, ScoopIt, Diigo, Delicious and Pinterest.
Each student is part of a learning team of four to eight, and those teams work together online and sit together in class. They also plan, research and create a digital project.
I lead class discussions over the readings each week but I also ask students to lead discussions. I also spend at least one of the two class periods each week working with groups and individuals.
I adapted the grade contract from one that Cathy Davidson created for a course at Duke. In creating Infomania, I also borrowed from the ideas she put forth in her course 21st Century Literacies, and from the great work of Howard Rheingold at Stanford.