This 7-module faculty development program teaches strategies for effective online and hybrid course design. The modules cover topics such as asynchronous and synchronous instruction, using multimedia, fostering social presence and community, and integrating quality standards. Faculty will learn how to design courses with clear objectives, varied assessments, and interactive learning experiences to engage students. The goal is to prepare educators to teach online using research-backed principles and tools.

1. Transformative Online and Hybrid Teaching
A 7-Module faculty development program in online/hybrid teaching
and course design

2. A 7-Module faculty development program in
online/hybrid teaching and course design…
• focuses on designing coherent, integrated
courses
• prepares faculty to effectively infuse
technology in online and hybrid courses to
foster student interaction and engagement

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

4. Each Module Contains…
A selection of readings, videos, and other resources
focused on the theories and practices on effective
online and hybrid teaching
Reflection prompts to encourage inquiry and
collaboration
Portfolio entrie(s) (technology-based products planned
for integration in hybrid/online course)
Access to technology video tutorials and other
resources providing guidance in use of online teaching
tools.

5. Program is informed by “community of
inquiry” model to enhance presence

6. Program is grounded in an Ignatian
Approach to Online Teaching

7. …and integrates Quality Matters®
Standards for Online and Hybrid courses
A set of standards (rubric) for the design of online and
hybrid courses:
• Course Overview and Introduction
• Learning Objectives
• Assessment and Measurement
• Resources and Materials
• Learner Interaction
• Course Technology
• Learner Support
• Accessibility

9. Goals for: Foundations of
Online/Hybrid Teaching
• 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

10. 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

11. Module 3: Synchronous Instructional
Strategies
•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.

12. Module 4: Creating Presentations and
Podcasts
•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

13. Module 5: Enhancing Participation
through Online Resources
•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

14. Module 6: Fostering Social Presence
and Building Community
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

15. Module 7: Designing Integrated
Hybrid/Online Courses
Part 1: Course Competencies
• construct 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?

16. 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.

17. 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

18. 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.

19. Part 4b: 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.