The Berks eLearning Academy is the primary avenue for faculty to design and develop online and hybrid courses. The hybrid program focuses on five, one-and-a-half-hour face-to-face sessions that each have corresponding online work.
Face-to-face Session Descriptions
Session 1: Hybrid and Online Course Design Selection and Course Authoring First Steps
What is a hybrid/online course and how do I go about creating one? During this session learn about hybrid and online courses, as well as, the strategic decision making process to select an appropriate course to create in one of these formats. As a group, we will analyze how best to design and develop a hybrid/online course so that it fits the needs of the subject matter requirements, students’ abilities/needs, and your needs as well! Participants will also share and discuss the best practices to create learning outcomes and learning objectives that are aligned with one another and the course description.
Session 2: Planning Backwards and Evidence of Learning for Hybrid/Online Courses
This session will explain the planning backwards process including how to plan your hybrid/online course into modules. Then for each module it will be explained how to best design and align the learning objectives, assessment items, and learning sequence needed for students to obtain mastery. As a group, we will then brainstorm and examine how to appropriately evaluate students in hybrid/online courses, how to prevent cheating in an online environment, and how to give proper feedback in hybrid/online courses. To conclude, participants will complete and discuss the comparative advantage by activity worksheet which will be used to tailor the next workshop session.
Session 3: Hybrid / Online Learning Course Structure / Strategy
Now that you have your initial two course modules planned, how do you go about determining which aspects should go online and which should be “face-to-face” for a hybrid? How do you ensure that both the online and “face-to-face” components are integrated with one another and how will students see that they are connected? If it is an online course, should everything be due at the end or can we break out the due dates? During this session, we will address these questions and more by integrating course components, showing examples of instructional strategies for hybrid and online courses, and having group work to create an initial instructional strategy / strategies for the first large section of your course.
Session 4: Teaching and Learning Activities for an Online Environment Overview and Grading System Best Practices for Hybrid/Online Courses
Now that you have selected what teaching and learning activities will be online, how do you create the material? During this session, we explain different ways to design and develop online materials for some of the top items used in teaching and learning including lectures, discussions, and case studies with appropriate activities. This session will be followed by numerous pedagogical technology workshops in the following weeks along with one-on-one sessions where we will help you select the technologies to use to develop your teaching and learning activities, design the individual activities, and learn the technology tools themselves. In addition, this session will explore strategies for grading systems for hybrid and online courses that will help address questions such as: Will students be able to succeed in a hybrid course if they only complete either the online sessions or face-to-face sessions and not the other? Does the grading system fit the appropriate time spent on certain topics in the course? Participants will then work on creating a grading system for their course that addresses these important questions and more.
Session 5: Evaluation of Hybrid / Online Courses and Teaching, Syllabus, and Initial Concerns
This session will cover some important remaining tasks in the creation of an online / hybrid course. Participants will discuss the needs for course and teaching evaluations in online and hybrid courses, including mid-semester and continuous evaluation techniques. The session will then explore a template and checklist of the syllabus components with a focus on the sections important for online and hybrid courses. We will then explore some initial concerns about the course and how to prevent them including having a student orientation, FAQs, Online Class Cafe.
Need more information?
Contact Amy Roche, Instructional Designer (AER13@psu.edu) at 610.396.6343
- Faculty Development
- Overview of Opportunities
- ANGEL Support
- Berks Learning Technologies Certificate
- Building Learning Series
- eLearning Academy
- Instructional Technology Pilot Program
- Online Course Quality Grant Program
- TLI Grant Partnership Program
- TLI Program: Reports from Recipients
- Resources for Teaching and Learning