- What specific technologies do I feel comfortable using for the online portions of the course? (ex. Blackboard, Publisher Content, PowerPoint, blogs, Google docs, etc.)
- What specific technologies do I want to learn as I develop my hybrid course?
- What steps will I take to assist students in becoming familiar with the website and the instructional technologies used in the course? How will I provide support for students with technical problems when they are not in the classroom?
- What communication tools will I use for the online portion of the course? (ex. discussion board, email, office hours, Skype, IM, Twitter, etc.)
- How will I help my students to manage their time in the online and face-to-face parts of the course?
- What are my students' technological expertise, access, maturity and time management skills?
- What tools will I use to assess what my students learned in the course? (ex. papers, exams, quizzes and/or group assignments)
- Will any of these tools be online?
Equivalence Between Online and Onsite
Is the online portion of my hybrid course equivalent in depth of learning and complexity to the classroom portion?
- One way to do this is to design assignments so they engage students in an equivalent time period as a classroom meeting.
- Online assignments should have a way to verify that students did the assignment, such as an accompanying online discussion.
No Technology for Technology's Sake
Do I need bells and whistles?
- Do not become so enamored in the technology that the goals and objectives of your course become secondary.
- Various technology tools can aid student learning if they play to student’s different learning style strengths or if they activate different cognitive “channels” such as visual, aural or kinesthetic. Make sure your motivation for adding new technologies is connected to the learning objectives and has variety without being confusing or busy.
- Just because you have access to technology to do certain exercises or assignments doesn't mean you should use it.