This document discusses considerations for redesigning a course into a hybrid format. It recommends acknowledging that hybrid teaching is an ongoing process of improvement. When redesigning, instructors should focus on integrating online and in-person activities and building in time for orientation. Objectives should be revisited to determine what works best online versus in-person. The syllabus and major assignments can be "chunked" into a hybrid schedule by working backwards and identifying steps and technologies that could facilitate learning. A practical first step is to begin designing a numbered unit syllabus and course menu coinciding with weekly topics.

1. Hybrids :
The Question of (Re)Design

2. First – an aside:
- Using authorstream.com to manage PPTs in Bb
- Authorstream.com

3. Hybrids :
The Question of (Re)Design
Acknowledge that teaching in the hybrid format is
an ongoing process – just like all other teaching
Designing/teaching hybrids is often a paradoxical
mix of starting from scratch but doing what you
already do

4. The Question of (Re)Design
Managing “Time”
Meeting Learning Objectives

5. Managing “Time”
- How will you divide the online and f2f “time” in your course
- Is “time” the best measurement?
- Focus on integration (and repetition)
- Build time for orientation throughout

6. Meeting Learning Objectives
- Do not start with your f2f course
and “transfer” that online
- Do revisit the active course file
- check learning objectives
http://www.curricunet.com/dupage/

7. Meeting Learning Objectives
Do some learning objectives invite use
of online v. f2f environment?
(i.e. what works well online v. f2f?)

8. Meeting Learning Objectives
Work backwards from major assignments
Can your existing syllabus be “chunked”
into a meaningful hybrid schedule?

9. Meeting Learning Objectives
Take a major assignment
1) What objectives does it fulfill?
2) What steps lead up to this assignment?
3) What technologies could help to
facilitate these steps? (the new?)
4) What classroom activities could help to
facilitate these steps? (the old made new?)

10. Hybrids :
The Question of (Re)Design
Everything in a hybrid is “new” – even
what you have done before in the f2f
environment

11. Hybrids :
The Question of (Re)Design
A Practical First Step
Begin a syllabus AND Blackboard course menu with
numbered units to coincide with each week of the semester
Do design best-practices indicate some “knowns” in your
course? (Orientation, Contact Information, Opportunities for
Student Feedback)
Where will the major assignments fall?

12. Hybrids :
The Question of (Re)Design
Your course will not be
(and should not be)
static
Students should understand the fluidity of a
good hybrid/online course