Intentional Division of Learning Activities

• How will you determine which activities are best suited for online vs. in-person learning?

• What types of real-time, interactive experiences will benefit most from face-to-face instruction?

• How can online activities lay the groundwork for in-class discussions, hands-on applications, or problem-solving exercises?

• What strategies will you use to incorporate formative feedback online, ensuring students arrive at in-person sessions prepared for deeper learning?

Active Engagement in Both Environments

• How will you ensure students remain engaged across both modalities rather than treating online work as secondary?

• What types of online activities can be structured to reinforce classroom discussions (e.g., discussion boards, peer reviews, collaborative writing)?

• How can you use in-person time strategically to build on online learning through debates, case studies, or problem-solving activities?

• What role might technology play in bridging the two learning environments, ensuring a smooth transition between them?

Consistent Communication & Structure

• How will you communicate when and how students should engage in online vs. in-person learning?

• How can you structure SLATE as a central hub for course materials, announcements, and assignments to minimize confusion?

• What course structures will help students navigate blended learning effectively—for example, how might pre-class online assignments or post-class reflections reinforce connections between both modalities?

Flexible & Scalable Assessment Strategies

• How will you use formative assessments online to gauge student understanding before in-class sessions?

• What types of summative assessments could integrate both modalities, requiring students to apply learning from both environments?

• How might blended discussion formats (e.g., online forums before live debates) encourage deeper engagement and preparation?

1. Weekly Course Schedule

• Clearly outline when students will meet in-person and when they will engage online so expectations are transparent from the start.

• You may need to contact your department to determine when the in-person classes are scheduled to best determine the flow of online and in-person learning.

2. Module Names and Titles

• Outline the main themes or topics for each module. These titles should be short, clear, and descriptive, providing a quick reference for each section of the course.

3. Course-Level Learning Outcomes (CLOs)

• These are typically found on your course outline. Check with your Academic Dean before making any changes to them.

• Include your CLOs on your Course Map for quick reference, as they guide all decisions that follow.

4. Module-Level Learning Outcomes (MLOs)

• Write MLOs that intentionally split across both modalities—for example, students may develop foundational knowledge online and apply it in class through discussion or hands-on tasks.

• Design MLOs to encourage engagement in both settings, ensuring that participation online leads to deeper learning in-person.

5. Learning Activities

• Structure learning activities so that online work prepares students for in-person interaction (e.g., engaging with case studies asynchronously before a live class discussion).

• Use active learning in face-to-face settings—avoid repeating lecture content that was covered online.

• Incorporate iterative assignments, where students engage online, refine their ideas through class discussions, and then further develop their work independently.

6. Instructional Materials

• Ensure online resources extend classroom learning rather than duplicate it, providing deeper exploration, context, or additional practice.

• Use multimedia content, case studies, and interactive exercises to enhance the online experience rather than relying on static readings alone.

• Consider how easily students can access and navigate materials. Centralizing resources on your LMS (e.g., SLATE) and using clear labeling helps ensure that materials are easy to find and use.

• When selecting resources, it’s important to prioritize long-term stability by choosing credible and reliable sources that are likely to remain consistent over time. While it’s not the designer’s responsibility to continuously monitor resources, careful consideration should be given to the reliability of the digital platforms and the longevity of the resources, ensuring that they will remain accessible and accurate throughout the course.

7. Assessments

• Use low-stakes assessments online (quizzes, reflections, discussion board responses) to check for understanding before or after class.

• Leverage online components for assessment preparation - Use asynchronous quizzes, reflections, or draft submissions to help students develop their work before in-person assessments.

• Ensure summative assessments reflect learning from both modalities - Design projects, presentations, or exams that require students to synthesize knowledge gained from both online and in-person experiences.

• Use the in-person environment for performance-based assessments - Activities such as live demonstrations, structured debates, or case study discussions can validate learning that began online.

• Incorporate blended submission formats - Assignments can start as online discussions, progress into written reflections, and culminate in an in-class presentation or debate.

• Structure assessments to encourage continuity between online and in-person learning - Ensure that evaluation criteria consider engagement across both components, rather than treating them separately.

Core Elements of a Lesson Plan (for in-person components)

• Engagement (Bridge-In)

  • Begin with an engaging activity or scenario that connects to prior knowledge, piques curiosity, and sets the stage for the lesson.

• Learning Objectives

  • Clearly define measurable outcomes, ensure alignment with course goals, and guide the selection of activities and assessments.

• Pre-Assessment (Checking Prior Knowledge)

  • Gauge students’ existing knowledge through brief activities to adjust instruction and ensure it meets their needs.

• Active Participation (Interactive Learning Activities)

  • Design interactive tasks (e.g., discussions, hands-on exercises) that allow students to apply concepts and engage with the material.

• Check for Understanding (Post-Assessment)

  • Continuously assess student comprehension through quick checks, peer feedback, and real-time adjustments to instruction.

• Closure & Reflection

  • Summarize key takeaways, encourage student reflection on their learning, and preview upcoming lessons or connections to future topics.

Align Content with Modality Strengths

• Keep passive content (readings, videos, pre-recorded lectures) online so in-person time can be used for active learning.

• Ensure online resources equip students with the background knowledge and context needed to engage meaningfully in discussions and hands-on activities during in-person sessions.

Interactive Online Components

• Use discussion boards, quizzes, and collaborative tools to engage students asynchronously, ensuring they arrive at in-person sessions prepared.

• Consider how you might design online peer interactions online to complement classroom discussions (e.g., students provide feedback on initial ideas before debating them live).

Consistent & Accessible Course Materials

• Maintain a consistent format and structure across online and in-person components to ensure smooth transitions.

• Use a single LMS for housing resources, making materials easy to find and engage with in both settings.

• Ensure course content is accessible to all students by making it easy to navigate, clear, and designed to accommodate different learning needs. Consider elements such as readability, alternative formats, and intuitive organization. For guidance on accessibility best practices, consult SPARK.

Performance-Based Assessments

Broad Strategy: Apply learning through real-world tasks

Specific Examples:

• Online prototyping + In-person Pitch: Students develop a prototype and then pitch its development during the in-person session.

• Online Scenario Design + Live Role-Playing: Students collaboratively design scenarios online (e.g., customer service interactions or ethical dilemmas) and engage in live role-playing to apply and refine their responses.

Group Projects & Collaborative Work

Broad Strategy: Blend online collaboration with in-person deliverables

Specific Examples:

• Asynchronous Brainstorming + Live Presentation Development: Students refine ideas online and build, rehearse, and enhance presentations in person.

Reflective & Discussion-Based Assessments

Broad Strategy: Synthesize learning through reflection and discussion

Specific Examples:

• Digital Portfolios: Students document progress online and present final insights in a live session.

• Online Reflection + Live Defense: Students develop and justify a position through online reflections, then engage in structured, live debates or discussions to refine their arguments with real-time feedback.

Skill Development & Practical Application

Broad Strategy: Integrate online preparation and real-world tasks

Specific Examples:

• Online Task Planning + Hands-On Execution: Students plan tasks online (e.g., wiring a circuit or diagnosing an HVAC system issue), then execute the task in person to refine techniques and troubleshoot challenges.

• Pre-Recorded Skill Demonstrations + Live Peer Coaching: Students record and submit a demonstration of a skill or process asynchronously, then participate in live peer coaching to refine their techniques, troubleshoot issues, and improve performance.

Supplementary Student Materials

• Note any additional resources that might help students prepare for online and in-person sessions. Consider curating external links, video tutorials, or practice exercises to reinforce learning outside of scheduled class time. Provide clear guidance on how students should engage with online materials before or after in-person sessions to maximize the blended learning experience.

Instructor’s Resource Folder

• Maintain a dedicated “Instructor Teaching Resources” folder in SLATE to ensure consistency across different instructors and iterations of the course. Clearly document how online and in-person components should complement each other, ensuring alignment across all course sections. Examples:

  • Upload detailed lesson plans that outline objectives, in-class activities, and online components for each module.

  • Provide slide decks, activity templates, and guidance on using technology to integrate online and in-person learning.

Instructor Guide for Blended Learning Delivery

• Document best practices for balancing online and in-person instruction, ensuring both modalities are fully utilized.

• Provide guidance on how instructors can help students navigate blended learning, including time management strategies and tips for transitioning between online and in-person work.

• Examples:

  • Outline how formative assessments should be structured to track student progress across both modalities.

  • Offer strategies for engaging students in both environments, ensuring that online discussions and assignments connect to in-person activities.

  • Provide recommendations for troubleshooting common student challenges (e.g., students not completing online work before in-class sessions, managing discussions across both settings).