Hyper-Charge Teaching and Learning with HyperDocs
This course explores how HyperDocs are transforming the way we teach and learn in the 21st Century. Each week will focus on a different aspect of HyperDocs, beginning with what are they? We will then explore why HyperDocs are transformative and how they fit into different educational technology models. Learners will have the opportunity to view and explore examples to give them a better understanding of how diverse and powerful they can be. Finally, participants will move into the planning and creation phase, where they will have the opportunity to make a HyperDoc for their students. The course will conclude with sharing and reflecting on the process.
Allow 5 - 7 hours per session for completion of all requirements.
Participants are expected to have regular access to computers. In addition, participants should be proficient with using email, browsing the Internet, and navigating to computer files.
Goals and Objectives:
During this course, participants will learn skills and strategies to:
- Participants will learn what HyperDocs are and how they can be used to transform digital learning experiences from passive to active.
- Explore various technology integration models (SAMR, Bloom’s Digital Taxonomy, and DOK) and frameworks that support deeper thinking and learning. Participants will compare and contrast these models to clarify similarities and differences.
- Learn strategies and explore online tools that support student engagement and student thinking in a digital environment.
- Participants will learn how to create a HyperDoc and understand the basic framework and processes involved.
- Participants will apply graphic design tips for creating a professional and visually appealing HyperDoc.
- Learn specific strategies and read research about the power of effective feedback for revision and continual improvement.
- Explore peer project HyperDocs and provide specific feedback for improvement.
Orientation: (1-2 hours)
Participants will prepare for the course with an introductory reading and icebreaker activity. Participants will read tip sheets for participating in online discussions, credit information, and complete an orientation survey.
Session One: What are HyperDocs? (5-7 hours)
This week participants will explore what HyperDocs are and how educators are leveraging them to transform teaching and learning in digital environments. Participants will be asked to complete various activities to help them develop an understanding of HyperDocs and how they can be used to support active digital learning environments. These activities include reading an article, exploring sample HyperDocs authored by educators, and participating and completing a HyperDoc about HyperDocs. Participants will visit an online collaborative discussion board to share their learning and respond to peers.
Session Two: Why HyperDocs? (5-7 hours)
In order to transform teaching and learning to meet the demands of the 21st century, participants must understand the importance of WHY making changes in their own practice is necessary. In addition, they will reflect on how these pedagogy changes will it influence student learning outcomes in their classroom. Finally, participants will learn about different educational technology models and frameworks/ models that support deeper thinking in digital learning environments.
Activities for this session include viewing several videos and reading several articles. Participants will be asked to compare and contrast SAMR, DOK, and Blooms Digital Taxonomy models, evaluate HyperDocs to identify what elements of these models (SAMR, etc.) are present and participate in a collaborative group reflection activity.
Session Three: How to Create a HyperDoc (5-7 hours)
In this module, participants will learn how to create a HyperDoc. Learners will explore the various steps and processes involved (different design frameworks) as well as practice utilizing different tools and features in Google that are used to create interactive and collaborative experiences.
The activities include viewing a 1 hour webinar titled “Digital Lesson Design Using Google Apps”, exploring different Google tools and providing evidence of having learned these skills, explore interactive digital tools that can be used to enhance HyperDocs and share pros/ cons of these tools, and read several articles about online graphic design. Finally, participants will demonstrate all of their learning from this module by remixing a traditional worksheet into a multimodal, interactive text.
The discussion forum for this week will require participants to post a link to their multimodal remix that they created and provide feedback to peers.
Session Four: Plan Your HyperDoc (5-7 hours)
Participants will begin the planning stage for their HyperDoc. They will begin to integrate their prior learning together and identify all the necessary elements required to design an engaging, interactive, and transformative HyperDoc learning experience.
Participants will complete the planning framework template that requires them to identify learning objectives/ standards, the learning cycle, the packaging (Google slides, docs, etc.), identify how they will share and have two- way flow between the learner and instructor, what tools and strategies will be utilized to ensure the learning is interactive and collaborative, and evaluate what levels are present from the different models (SAMR, DOK, and Blooms).
Session Five: Create a HyperDoc (5-7 hours)
This week is devoted entirely to taking the plan in place (what you worked on in Week 4) and designing and creating the HyperDoc.
The discussion forum this week will allow for collaborative support. Learners will be encouraged to post questions, thoughts, and support to others during this week as they put their HyperDoc together.
Session Six: Share and Reflect (5-7 hours)
In this module, participants will share the HyperDoc that they have created. They will learn more about how to provide effective feedback and the power of self-reflection. They will provide peer feedback and critique to three others as well as reflect on your own learning throughout this process.
For activities, participants will be required to read three articles about peer review, critique, and effective feedback. They will also view short videos on these topics. They will complete a self-evaluation utilizing a HyperDoc checklist, participate in peer evaluation in small collaborative groups, and complete a final personal reflection on their own learning.