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HyperDocs in Higher Education: Transforming Blended and Online Content Delivery

Participate and share

Participate and share : Poster


Wednesday, June 26, 11:00 am–1:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 12

Irene Bal   Jennifer Moss  
HyperDocs are an instructional design model supporting differentiation and engagement in a digital platform. Through application, reflection, and extended learning experiences, students dig deeper into content and take ownership of their learning. See how an educational technology graduate class was transformed through the use of HyperDocs.

Audience: Curriculum/district specialists, Teachers, Teacher education/higher ed faculty
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Focus: Digital age teaching & learning
Topic: Distance, online, blended and flipped learning
Grade level: Community college/university
ISTE Standards: For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Proposal summary

Purpose & objective

The purpose of our poster session is to share with participants how the HyperDoc Instructional Design model was used for online and blended learning in Higher Education. The participants will have access to our created HyperDocs and will also be directed to the Teachers Give Teachers website for other free HyperDocs. During this poster session, we will highlight the research that went into designing the HyperDocs. We will also highlight the transformational learning and data that was collected from graduate students who used the HyperDocs in their learning. Our focus will be on why HyperDocs should be made, how they can be found or made, and what the steps are for successfully creating and sharing a HyperDoc in a blended and online learning environment.

At the end of our session, participants will be able to:
~Identify how student learning is differentiated through the use of HyperDocs.
~Describe how HyperDocs can support active and deeper learning.
~Identify how HyperDocs can be used in an Online and Blended learning environment.
~Identify how HyperDocs support personalized learning and student agency in the classroom.
~Describe how HyperDocs could transform their classroom.

Supporting research

Bloom’s Taxonomy. (n.d.). Bloom’s Taxonomy Circle Diagram. Retrieved from
http://community.wvu.edu/~lsmong/Articulate%20Blooms%20Wheel/blooms_wheel.html

Candace M. (2013, April 26). TPACK in 2 Minutes [Video file]. Retrieved from
https://youtu.be/FagVSQlZELY

Common Sense Education. (2016, July 12). What are the 4 Cs? [Video file]. Retrieved
from https://youtu.be/QrEEVZa3f98

Driving Digital Learning. (n.d.-a). HyperDocs: 21st Century Learners. Retrieved from
https://docs.google.com/presentation/d/1EEexfZnrmUbmo7bm-_grOjfio_TjXJJJF5uu90TAgAg/present?slide=id.p

Highfill, L., Hilton, K., & Landis, S. (2016). The HyperDoc Handbook: Digital lesson design using Google apps. Irvine, California: Ed Tech Team Press.

Moran, K. (2017, April 21). Introduction to HyperDocs [Video file]. Retrieved from
https://youtu.be/d7zXqK9e5y4

Puentedura, R. R. (2014). SAMR Model. Retrieved from
https://docs.google.com/presentation/d/1EgtPl2Q7ZCthiLpTbMIckM-LcMDW7URpoK-MscmUs0I/present?slide=id.g1679d7d46b_0_16

Webb’s Depth of Knowledge Guide. (2009). Retrieved from
https://campussuite-storage.s3.amazonaws.com/prod/1029408/4e54c183-292f-11e7-b792-22000bd8490f/1273599/731e7f17-622e-11e7-99ef-124f7febbf4a/file/webbs_dok_guide.pdf

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Presenters

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Irene Bal, Loyola University Maryland
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Jennifer Moss, Baltimore County Public Schools

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