My experience designing hybrid and online courses began with teaching for the Music Production program at Queens College for six years. I developed a hybrid version of the program’s introductory course which required me to write, record, and edit video content to enable many class meetings to take place entirely online. I was able to provide a classroom environment that offered individualized instruction for students with different backgrounds and skill sets, utilizing technology to maximize in-classroom activity and collaboration by employing video feedback for student assessment and lecture capture for later review of in-person course activities. My work as a member of the teaching faculty has helped inform how I assist instructors in using technology for their own teaching. This is the syllabus for the course, which was developed by me incorporating feedback from other members of the Music Production faculty:

Here’s one of about 35 instructional videos I created for that course, this one is designed to teach students a new way of measuring and calculating basic rhythm patterns in the Pro Tools digital audio workstation software. I used QuickTime Player for screen recording, Microsoft OneNote for live annotation, Rogue Amoeba Loopback for recording the Pro Tools audio output on the screen capture video, and it incorporates a live demonstration of the Pro Tools software. The video was edited and captions were created using Adobe Premiere Pro:

And here’s the accompanying document that students could refer to while using the Pro Tools software: