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Questions to Consider as You Redesign Your Traditional Course

Technologies

  • What specific technologies do I feel comfortable using for the online portions of the course? (ex. Blackboard, Publisher Content, PowerPoint, blogs, Google docs)
  • What specific technologies would I like to learn as I develop my hybrid course?
  • What steps will I take to assist students to become familiar with the website and the instructional technologies used in the course? How will I provide support for the students with technical problems when they are not in the classroom?

Communication

  • What communication tools will I use for the online portion of the course? (discussion board, email, face to face office hours, Skype, IM, Facebook, Twitter)
  • How will I help my students to manage their time in the online and face to face part of the course?

Student Audience

  • What is their technological expertise, access, maturity, time management skills?

Assessment

  • What tools will I use to assess what students learned in the course? For example, papers, exams, quizzes, group assignments.
  • Will any of them be online?

Equivalence Between Online and Onsite

  • Is the online portion of your hybrid course equivalent in depth of learning and complexity to the in class portion?
    • One way to do this is to design assignments so that they may engage the students in an equivalent time period as an “in person” class meeting.
    • Online assignments should have some way to verify that students did the assignment, such as an accompanying online discussion.

No Technology for Technology’s Sake

  • Do I need all the bells and whistles?
    • Do not become so enamored in the technology that 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, 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 we have access to technology to do a certain exercise or assignment doesn't mean that we should use it.