Transformational online and hybrid teaching%28 sjc%29 (1)

A 7-Module Faculty Development Program
in Online/Hybrid Teaching & Course Design

This Program :
• 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
1. Foundations of Online & Hybrid Teaching
2. Asynchronous Strategies
3. Synchronous Strategies
4. Creating Presentations and Podcasts
5. Integrating On-line Resources
6. Creating Social Presence and Fostering Community
7. Designing Integrated Hybrid/Online Courses:
(competencies, assessment, materials and activities, developing
course syllabus)

Each Module Contains…
1. A selection of readings, videos, and other resources
focused on the theories and practices on effective
online and hybrid teaching
2. Reflection prompts to encourage inquiry and
collaboration
3. Portfolio entrie(s) (technology-based products
planned for integration in hybrid/online course)
4. Access to technology video tutorials and other
resources providing guidance in use of online
teaching tools.

Program is informed by the
“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
Faculty will:
 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

Sample Materials: Foundations
of Online/Hybrid Teaching
 Best Practices in Online Teaching Strategies
 A Constructivist Approach to Online Learning:
The Community of Inquiry Framework
 Changing Course: Ten Years of Tracking Online
Education in the United States

Introduction: Portfolio Entry
Create a Panopto recording of you answering the
following questions.
1. Why are you interested in teaching online?
2. What do you see as the main benefits and
possibilities in online teaching?
3. What are the drawbacks?

Foundations of Online/Hybrid
Teaching : Technology Tutorials
Panopto Tutorial

Foundations of Online/Hybrid
Teaching : Technology Tutorials
Panopto Sample

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

Sample Materials:
Asynchronous Communication
1. From Message Posting to Learning Dialogues
2. Developing Teaching Practice for more Effective use of
Asynchronous Discussion
3. Conducting Effective Online Discussions
4. Teaching with Online Discussion Forums

Module 2: Reflections
In what ways do you currently foster discussion in
your teaching?
How would you plan to adapt your discussion
facilitation strategies for an online setting?
What sort of challenges and opportunities do you
foresee in making these modifications?

Module 2: Portfolio Entry
(Discussion Forum)
Compose a new discussion forum that you could use
on one of your courses.
Pose a question/prompt for students to begin
discussion.
Add your own comment in which you explain how
this discussion would contribute to student learning
in your course.

(Discussion Forum)
How would you plan facilitate discussion in
this forum?
What sort of challenges do you anticipate in
facilitating a meaningful discussion using this tool?
How would you deal with these challenges?

(Voicethread)
Create and share your own Voicethread in
which you pose a question that you would
use in one of your classes.

Module 2:
Sample Technology Tutorials
Using Discussion Forums
Voicethread

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.

Sample Materials: Synchronous
Communication
 Designing Interactive Webinars
 Virtual Spaces
 Bringing Life to E-Learning
 Web Collaboration & Learning with AdobeConnect
 Innovative Techniques in Synchronous Sessions

Adobe Connect
 Describe how you could use
synchronous discussions in one of your
courses.
 What role would these discussions
have in fostering student learning in
your course?

Module 3 Portfolio Entry
Use Adobe Connect to Facilitate a
Synchronous Session
This session will include other faculty who
are completing the online teaching program.
In your session is a PowerPoint slide or
another visual prompt to summarize the
ways in which you could use synchronous
discussions in your teaching…

Also address what sort of opportunities
and challenges you expect you would
encounter when facilitating synchronous
learning experiences for students.
Module 3 Portfolio Entry
Use Adobe Connect to Facilitate a
Synchronous Session

Module 3: Technology Tutorials
 Sample AdobeConnect Tutorial
 Sample Adobeconnect Recording

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

Sample Materials:
Presentations and Podcasts
 Virtual Lecturing
 Flipped Classrooms
 Using Screencasts to Enhance Student Feedback
 What is a Screencast & Why use one?
 Increase Student Engagement With Podcasts
 Six Types of Podcasts

Explain how you might use audio
and/or video presentations in one of
your courses.

(Audio Feedback)
1. Using a sample of student work from
a course you have taught create an
audio response using Audacity.
2. In your response provide the student
with feedback on their work and
suggestions for improvement.

(Video Screencast)
Using Panopto, create a 5 to 10 minute video
presentation that you could use in a course that
you teach.
In the presentation provide either an introduction
to the course itself or to a particular topic/concept.
Use a PowerPoint presentation or alternative visual
in your presentation. Save your presentation as a
URL link. Sample recording

 Using Audacity
 Using Panopto

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

Sample Materials:
Enhancing Participation through
Online Resources
 To use or not use web2.0 in higher education
 Social Media use in Higher Education
 Open Educational Resources
 Teaching with Web2.0: Twitter, wikis, and blogs

Describe some ways that a course you
teach could be enhanced by some external
resources that contain content related to
the course.
These resources could include RSS
feeds, Twitter links, other websites, YouTube
videos, and open source content related to
your course content.

(Create Blog)
Using the blog tool in Moodle or an another blog
site, create a blog for a course you could teach
online. In your blog create link to some external
resources that contain content related to your
course.
Include some of the following types of links: RSS
feeds, Twitter links, other websites, YouTube
videos, open source content related to your course
content.

 Using Blogs
 Using Wikis

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

Sample Materials: Fostering Social
Presence and Building Community
 Instructor’s personality
 Building Instructor and Social Presence
 Best Practices in Online Education

How have you successfully created a sense
of community among students in your face
to face teaching experiences?
How do you think you might foster
community-building in your online teaching?

(Video Introduction)
Using Panaopto, create a 5 minute video
introduction of yourself that you might use
to introduce yourself to your students at the
beginning of an online course.
Describe your own background and interests.
Use some video cues such as
photos, websites, or illustrations in your
presentation.

Module 6 :
Sample Technology Tutorials
 Using Panopto
 Using Panopto 2

Module 7: Designing Integrated
Hybrid/Online Courses
Part 1: Course Competencies
Outline specific course and module learning
objectives that are consistent, measurable, and
clearly articulated.

Part 1: Course Competencies
 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 &
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?

Competencies: Reflections &
Portfolio Entry
Portfolio Assignment:
Outline course competencies including the
strategic knowledge, procedural
knowledge, facts and concepts.

Part 2: Assessment
1. Develop a variety of assessments that measure
the stated learning objectives are
sequenced, varied, and appropriate
2. Create specific and descriptive criteria for the
evaluation of students work and participation

Part 2: Assessment
3. Design an explicit course grading policy
4. Develop 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

Sample Materials: Assessment
 Assessing Learning in Online Education
 Online Assessment Strategies
 Evaluating Online Discussions

Assessment: Reflections &
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?
1. Assessment Evidence
2. Explanation of Grading Criteria

Part 3:
Materials & Learning Experiences
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/in
dex.htm): Free access to over 1,700
courses, readings, audio and video clips provided by
instructors at MIT.

Sample Materials:
 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.

Sample Materials:
 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
socialnetworkinginclass.ning.com
introduces top technology tools.
Tools are 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-
c4lpt.co.uk/recommended/index.h
tml Listing of over 2000 tools
suitable for the managing learning.
 Learning Style Assessment and
Guides - www.vark-
learn.com/english/index.asp
Provides individuals to complete a
learning styles assessment, and
view “Helpsheets” that list the best
activities suited to their 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
 List the learning activities and course materials
used in your course. Explain how these activities
and materials promote student attainment of
course objectives

Part 4:
Creating an Online/Hybrid Course
Faculty create a course syllabus that incorporates:

Part 4:
1. Explicit learning competencies for a course
2. Learning materials that contribute to the achievement of
the stated course and module/unit learning objectives.
3. 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:
 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. www.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.

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: Create Syllabus

Creating an
Online/Hybrid Course:
Technology Resources
Moodle Course Design

Transformational online and hybrid teaching%28 sjc%29 (1)

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