Module 7: Designing Integrated Hybrid/Online

Courses

Part 1: Course Competencies Faculty determine:

• Specific 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?

Course Competencies: Sample

Materials

• Articulate Your Competencies

• A Theoretical Framework for Effective Online Course Design

• Planning Your Online Class

Competencies: Reflections and Portfolio

Entry • 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?

• What do student’s need to experience at a personal level that will contribute to their growth as persons for others?

Portfolio Assignment: (outline course competencies including the strategic knowledge, procedural knowledge, facts and concepts)

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.

Sample Materials: Assessment

• Thinking about Evidence of Mastery

• How Experts Differ From Novices

• Think Aloud Technique

• Assessing Learning in Online Education

• Online Assessment Strategies

• Evaluating Online Discussions

Assessment: Reflections and Portfolio

Entry

• How will you know if

students have mastered the

competencies in your

course?

• What types of complex

problems will they be able

to solve?

• How will students think

and behave as evidence of

their ability?

Portfolio Assignment:

• Assessment evidence

• Explanation of grading

criteria

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

Sample Materials: online course content• MERLOT (http://www.merlot.org): Searchable, rated (mostly free) database of learning

objects provided by instructors

• MIT OpenCourseWare (http://ocw.mit.edu/OcwWeb/web/home/home/index.htm): Free access to over 1,700 courses, readings, audio and video clips provided by instructors at MIT.

• Annenberg Media (http://www.learner.org): Access Annenberg Media discovery learning programming, including audio and video clips, for educational use. You can link to any of the clips in their web site and enhance the content of your course. Free sign up is required for first-time users.

• You Tube (www.youtube.com): A vast collection of video clips that might hold some treasures you can use

• Teacher Tube (www.teachertube.com): The educational version of YouTube.

• TED (Ideas Worth Spreading) (www.TED.com): A free, moderated collections of speeches on a variety of topics by notable and unknown speakers

Sample Materials: Interactive Technologies

• Get Your Head In The Clouds

http://socialnetworkinginclass.ning.com

introduces a variety of top technology tools. Each tool is described, modeled and rated in terms of its usefulness to online instructors.

• Delicious

www.delicious.com

A social bookmarking service that allows you to tag, save, manage and share web pages with a community.

• Top 100 Tools for Learning

• http://www.c4lpt.co.uk/recommended/index.html

This directory provides a listing of over 2000 tools suitable for the managing learning.

• Learning Style Assessment and Guides

http://www.vark-learn.com/english/index.asp

This site provide individuals with the opportunity to complete a quick learning styles assessment, and to view “Helpsheets” that list the types of learning activities best suited to each learning style.

Activities and Materials: Reflections and

Portfolio Entry

• How will your course

activities and materials

activities promote student-

student, student-instructor,

and student-content

interaction

Portfolio Assignment:

• List the the learning

activities and course

materials used in your

course. Explain how

these activities and

materials promote

student attainment of

course objectives

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 4: 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.

Sample Materials: Creating an Online/Hybrid

Course

• Constructing an Effective Online Syllabus

• A Theoretical Framework for Effective Online Course Design

• Ray Schroeder's Online Learning Update

• Developing and Teaching an Online/In-class Hybrid: A

Demonstration

http://sbaweb.wayne.edu/~absel/bkl/.%5Cvol31%5C31ae.pdf

.

Creating an Online/Hybrid Course: Create

Syllabus

Develop course syllabus that contains

• 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 that support active learning;

• Technology integrated into the course design in ways that

support student engagement.

Create syllabus cont.

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 description of

the technical support offered

Ensure that the course employs accessible technologies

and provides guidance on how to obtain accommodation.

Creating an Online/Hybrid Course:

Technology Resources

Moodle Course Design