You can't see what they're wearing...

The first time I taught a Hybrid course (2009) I fell in love with the format. (I'm the kind of person who falls in love with things like formats.) It was an advanced writing course for ESL students, and I took full advantage of blogging. We met once a week for 4 hours on Friday mornings; went over some grammar points, often doing small group activities to reinforce them, did some sharing of our writing, and started discussing our next topic/writing style. Everyone left with a writing project for their blog; I went over these on Wednesdays and made comments and suggestions. They could easily re-publish their posts, and I encouraged the use of visuals to enhance their writings. I watched in fascination as the combination of blog ownership, the ease of corrections and the joy of sharing their writings (we sometimes went "Blog Hopping") empowered them to become much more confident and effective writers. From there I developed a hybrid reading course. That joy I felt with those classes was the main reasons I felt hesitation when I had a chance to shift to a new position related to faculty development. 

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