The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.

1. 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?

2. Course Competencies: Sample
Materials
• Articulate Your Competencies
• A Theoretical Framework for Effective Online Course Design
• Planning Your Online Class

3. Competencies: Reflections and Portfolio
Entry
• What thinking strategies Portfolio Assignment:
and processes do students (outline course competencies
need to develop? including the strategic
• What methods and knowledge, procedural
techniques need to be knowledge, facts and
learned? concepts)
• 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?

4. 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.

5. 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

6. Assessment: Reflections and Portfolio
Entry
• How will you know if Portfolio Assignment:
students have mastered the
competencies in your
• Assessment evidence
course? • Explanation of grading
• What types of complex criteria
problems will they be able
to solve?
• How will students think
and behave as evidence of
their ability?

7. 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

8. 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

9. 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.

10. Activities and Materials: Reflections and
Portfolio Entry
• How will your course Portfolio Assignment:
activities and materials
activities promote student-
• List the the learning
student, student-instructor, activities and course
and student-content materials used in your
interaction course. Explain how
these activities and
materials promote
student attainment of
course objectives

11. 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.

12. 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.

13. 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
.

14. 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.

15. 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.

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