Transformative Online and Hybrid Teaching

A 7-Module faculty development program in online/hybrid teaching

and course design

A 7-Module faculty development program in

online/hybrid teaching and course design…

• focuses on designing coherent, integrated

courses

• prepares faculty to effectively infuse

technology in online and hybrid courses to

foster student interaction and engagement

Program Modules

• Foundations of Online

& Hybrid Teaching

• Asynchronous

Strategies

• Synchronous Strategies

• Creating Presentations

and Podcasts

• Integrating On-line

Resources

• Creating Social

Presence and Fostering

Community

• Designing Integrated

Hybrid/Online Courses:

(competencies,

assessment, materials

and activities,

developing course

syllabus)

Each Module Contains…A selection of readings, videos, and other resources focused on the theories and practices on effective online and hybrid teaching

Reflection prompts to encourage inquiry and collaboration

Portfolio entrie(s) (technology-based products planned for integration in hybrid/online course)

Access to technology video tutorials and other resources providing guidance in use of online teaching tools.

Program is informed by “community of

inquiry” model to enhance presence

Program is grounded in an Ignatian

Approach to Online Teaching

…and integrates Quality Matters®

Standards for Online and Hybrid courses

A set of standards (rubric) for the design of online and hybrid courses:

• Course Overview and Introduction

• Learning Objectives

• Assessment and Measurement

• Resources and Materials

• Learner Interaction

• Course Technology

• Learner Support

• Accessibility

Goals for: Foundations of

Online/Hybrid Teaching

• Identify differences between teaching

online/hybrid and and face-to face.

• Investigate the role of teaching, social, and

cognitive presence in online teaching

• Identify benefits and challenges of online and

hybrid courses

Module 2: Asynchronous Instructional

Strategies •Identify the characteristics of effective asynchronous

communication

•Differentiate between inadequate, excessive and optimal

levels of instructor participation in student asynchronous

discussions.

•Devise guidelines, expectations, goals and deadlines that

lead to active, motivated, focused student participation in

asynchronous discussions.

•Recognize and develop discussion facilitation styles that

encourage higher-order critical thinking and lead to

constructivist learning dialogues

Module 3: Synchronous Instructional

Strategies

•Identify the characteristics of effective synchronous

communication

•Identify strategies to facilitate interactive and productive

synchronous meetings.

•Devise guidelines, expectations, goals and deadlines that

lead to active, motivated, focused student participation in

synchronous discussions.

Module 4: Creating Presentations and

Podcasts

•Identify benefits of using recorded presentations and

podcasts

•Develop effective strategies for using recorded

presentations.

•Develop strategies for ways to use recorded presentations to

"flip" the classroom

•Create an effective audio and video recording that could be

used in a hybrid or online course

Module 5: Enhancing Participation

through Online Resources

•Explore the way social media can enhance student learning

and engagement

•Consider the ways that web2.0 tools can broaden students'

access to knowledge and collaboration

•Integrate social media and web-based resources into a

course design

Module 6: Fostering Social Presence

and Building Community

Identify the role of social presence in successful online

teaching

Develop strategies to enhance student collaboration and

teamwork

Understand the role of momentum and tone in online

teaching

Module 7: Designing Integrated

Hybrid/Online Courses

Part 1: Course Competencies

• construct course and module learning objectives

that are consistent, measurable, and clearly

articulated

• What thinking strategies and processes do students

need to develop?

• What methods and techniques need to be learned?

• What terminology and concepts are important to

know?

Module 7: Designing Integrated Hybrid/Online Courses

Part 2: Assessment

Faculty develop:

• A variety of assessments that measure the stated

learning objectives are sequenced, varied, and

appropriate

• Specific and descriptive criteria for the evaluation

of students work and participation

• An explicit course grading policy

• Assessment strategies that provide for student self-

assessment and ability to measure their own

progress.

Module 7: Designing Integrated Hybrid/Online Courses

Part 3: materials and learning experiences

Faculty develop:

• Instructional materials that contribute to the

achievement of course competencies and

module/unit objectives

• Learning experiences that provide opportunities for

student/content, student/student, student/teacher

interaction

• Technology tools and strategies that support course

learning competencies

Module 7: Designing Integrated Hybrid/Online Courses

Part 4: Creating an online/hybrid course

Faculty create a course syllabus that incorporates:

• Explicit learning competencies for a course

• Learning materials that contribute to the

achievement of the stated course and module/unit

learning objectives.

• Course activities that promote the achievement of

the stated learning objectives, provide opportunities

for interaction; and integrate technology into the

course design in ways that support student

engagement.

Part 4b: Creating an online/hybrid course

• Develop an course introduction that makes clear how to get

started and where to find various course components and

introduces students to the purpose and structure of the

course

• Develop course instructions that link to a clear description

of the technical support offered

• Ensure that the course employs accessible technologies and

provides guidance on how to obtain accommodation.