Transformational Online
and Hybrid Teaching
An 7-Module faculty development program in online/hybrid teaching and
course design

Transformational Online & Hybrid
Teaching
Faculty Development Program focused on
developing expertise in
Online/Hybrid Teaching
• focuses on designing coherent, integrated courses
• prepares faculty to effectively infuse technology in
online and hybrid courses to foster student interaction
and engagement

Program is focused on the intersection
of Technology, Pedagogy, and Content

…is grounded in Ignatian
Pedagogy

…and informed by “community of
inquiry” model to enhance presence

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

Program Modules
• Designed for hybrid and online courses
• Contain readings and videos focused on the theories
and practices on effective online course design and
pedagogy
• Prompt faculty reflection
• Require 1-2 portfolio entries (e.g. technology-
enhanced product used in hybrid/online course)
• Links to technology tutorials providing guidance in use
of Moodle and various online learning tools.
• Program may be completed in entirety resulting in
online teaching certificate or as independent modules

Module 1: 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
• A Constructivist Approach to Online Learning: The
Community of Inquiry Framework
• Curapersonalis and Transformational Values in a Cognitive
Context
• Loyola Philosophy of Online Education

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

Foundations of Online/Hybrid Teaching :
Technology Tutorials
Using Panopto
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
• From Message Posting to Learning Dialogues
• Developing Teaching Practice for more Effective use of
Asynchronous Discussion
• Conducting Effective Online Discussions
• Teaching with Online Discussion Forums

Module 2: Reflections
Reflect :
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. 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?

Module 2: Portfolio Entry (Voicethread)
Post your own video comments that address the following:
How will you plan to use asynchronous discussion in your
online teaching? What opportunities and challenges do you
think you will encounter?
Then create 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
Faculty will:
•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 and Learning with AdobeConnect
• Innovative Techniques in Synchronous Sessions

Module 3: Reflections
Describe how you could use synchronous
discussions (using AdobeConnnect) in one of
your courses. What role would these discussions
have in fostering student learning in your course?

Module 3 Portfolio Entry (AdobeConnect)
Facilitate a synchronous session using AdobeConnect. 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: Technology Tutorials
Sample AdobeConnect Tutorial
Sample Adobeconnect Recording

Module 4: Creating Presentations and
Podcasts
Faculty will:
•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 Screencasting to Enhance Student Feedback
• What is a screencast and why would I use one
• Increasing student engagement using podcasts
• Six different types of podcasts

Module 4: Reflections
Explain how you might use audio and/or video
presentations in one of your courses.

Module 4: Portfolio Entry (Audio
Feedback)
Using a sample of student work from a course you have
taught create an audio response using Audacity. In your
response provide the student with feedback on their work
and suggestions for improvement.

Module 4: Portfolio Entry (Video
Screencast)
Using Panopto, create a 5 to 10 min. 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

Module 4: Technology Tutorials
Using Audacity
Using Panopto

Module 5: Enhancing Participation
through Online Resources
Faculty will:
•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

Module 5: Reflections
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 opensource
content related to your course content.

Module 5: Portfolio Entry (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,
youtubevideos, opensource content related to your course
content.

Module 5: Technology Tutorials
Using Blogs
Using Wikis

Module 6: Fostering Social Presence
and Building Community
Faculty will:
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

Module 6: Reflections
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?

Module 6: Portfolio Entry (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
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