Digital Delivery Modes

Definition:

• 100% online
  • Asynchronous and/or synchronous interactive activities
• Implemented when there is a sudden and/or unexpected situation - result of a pivot from F2F delivery

Strategic Considerations:

• Emergency measures based on external factors (e.g., COVID-19, snowstorms, etc.)
• Students & faculty are unaware of the delivery mode ahead of time; very little time to prepare
  • Students and faculty return to F2F delivery when the sudden and/or unexpected crisis is over
• Modifications of outcomes and assessments to adapt to the online environment

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for the delivery mode
• Teaching and learning materials and activities are virtual and rapidly developed, primarily by instructors
  • Little time for review, reflection, and iterations of the course prior to implementation
• Quick adoption of readily available educational technologies
• Learning resources are digital and accessible.
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Content is adapted for remote delivery
• Strategically consider affordances of the course content when delivering synchronous vs. asynchronous
  • Synchronous time is used for clarification, extension, connection and practice through active learning activities
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Set expectations regarding remote learning and spend time orienting the class regarding these expectations
• Establish faculty presence online through feedback and interactions that support growth and build community
• Build a cohesive learning community online by providing students opportunities to engage with faculty, peers, and content
• Focus on designing active learning opportunities synchronously and asynchronously that will allow learners to engage meaningfully with faculty, peers, and content
  • Use polls, discussion boards, etc.

Definition:

• 100% online
  • Asynchronous and/or synchronous interactive activities
• Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
  • Comprised of intentional instructional and assessment design

Strategic Considerations:

• Strategic decisions about course content, assessments, & integration of technologies from onset of development, to fulfill set outcomes
  • Learning experiences are all online
• Students & faculty are aware of the delivery mode ahead of time to prepare
• All learning outcomes are thoughtfully considered for online delivery

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for online delivery
• Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
• Various educational technologies considered throughout development
• Learning resources are digital and accessible
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Content is developed for asynchronous delivery that includes interactive activities that promote clarification, extension, connections, and practice through active learning activities
• Strategically consider affordances of the course content when delivering synchronous vs. asynchronous
  • Synchronous time is used for clarification, extension, connection and practice through active learning activities
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Set expectations regarding online learning and spend time orienting the class regarding these expectations
• Establish faculty presence online through feedback and interactions that support growth and build community
• Build a cohesive learning community online by providing students opportunities to engage with faculty, peers, and content
• Focus on designing active learning opportunities synchronously and asynchronously that will allow learners to engage meaningfully with faculty, peers, and content
  • Use polls, discussion boards, etc.

Definition:

• F2F & online instruction
  • Online: Asynchronous and/or synchronous interactive activities
  • F2F requires on-campus participation
• Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
  • Comprised of intentional instructional and assessment design
  • Suited for courses in which hands-on skill development is required

Strategic Considerations:

• Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
  • Blend of F2F and online learning experiences
• Students & faculty are aware of the delivery mode ahead of time to prepare
• All learning outcomes are thoughtfully considered for online or F2F delivery

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for both delivery modes
• Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
• Various educational technologies considered throughout development
• Learning resources are digital and accessible
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Design for synergy; ensure that the learning online and F2F learning reinforce and augment each other
• Strategically consider affordances of the course content when delivering online vs. F2F
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Explicitly discuss online and F2F learning connected to course learning outcomes
  • Set expectations about online and F2F learning
  • What are the online participation requirements vs. F2F?
• Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
• Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
• Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
  • Use polls, discussion boards, etc.

Hybrid Streaming

Definition:

• F2F & online instruction
  • F2F participation is either on-campus or online streaming
• Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
  • Comprised of intentional instructional and assessment design

Strategic Considerations:

• Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
• Students & faculty are aware of the delivery mode ahead of time to prepare
• All learning outcomes are thoughtfully considered for online and F2F delivery

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for both delivery modes
• Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
• Various educational technologies considered throughout development
• Learning resources are digital and accessible
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Design for synergy; ensure that the online and F2F learning reinforce and augment each other
  • When planning F2F lessons plan with the synchronous mode in mind first.
• Strategically consider affordances of the course content when delivering online and F2F
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Explicitly discuss online and F2F learning connected to course learning outcomes
  • Set expectations about online and F2F learning
  • What are the online participation requirements vs. F2F?
• Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
• Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
• Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
  • Use polls, discussion boards, etc.

Classroom Streaming

Definition:

• F2F or online synchronous
  • Students attend synchronously online or F2F
• Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
  • Comprised of intentional instructional and assessment design

Strategic Considerations:

• Strategic decisions about course content, assessments & integration of technologies from onset of development, to fulfill set outcomes
• Students & faculty are aware of the delivery mode ahead of time to prepare
• All learning outcomes are thoughtfully considered for online and F2F delivery

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for both delivery modes
• Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
• Various educational technologies considered throughout development
• Learning resources are digital and accessible
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Design for synergy; ensure that the online and F2F learning reinforce and augment each other
  • When planning F2F lessons plan with the synchronous mode in mind first.
• Strategically consider affordances of the course content when delivering online and F2F
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Explicitly discuss online and F2F learning connected to course learning outcomes
  • Set expectations about online and F2F learning
  • What are the online participation requirements vs. F2F?
• Establish faculty presence both online and F2F through feedback and interactions that support growth and build community in both modalities
• Build a cohesive learning community both online and F2F, by providing students opportunities to engage with faculty, peers, and content in both modalities
• Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in both modalities
  • Use polls, discussion boards, etc.

Definition:

• 100% F2F and 100% online
  • Online synchronous, online asynchronous, and F2F delivery modes
• Implemented after consideration of the course content, educational technologies, and the student, and faculty bodies
  • Comprised of intentional instructional and assessment design
  • Students choose delivery mode of engagement from class to class

Strategic Considerations:

• Strategic decisions about course content, assessments & integration of technologies from onset of development for online (asynchronous and synchronous) and F2F, to fulfill set outcomes
• Students & faculty are aware of the delivery mode ahead of time to prepare
• All learning outcomes are thoughtfully considered for online synchronous, online asynchronous, and F2F delivery

Pedagogical Considerations:

• Ensure authentic assessments are digital by design and suitable for the three delivery modes
• Teaching and learning materials and activities are developed and supported by faculty and eLearning specialists such as instructional designers & multimedia developers
  • Teaching approaches are tailored to both online and F2F delivery modes in a harmonious way—attention is devoted to both F2F and online students equitably
• Various educational technologies considered throughout development
  • Technologies used to simulcast must ensure that there are equitable learning experiences for all students
• Learning resources are digital and accessible
  • Videos must have captioning & images must have alt text

Delivery Considerations:

• Design content with the synchronous and asynchronous online experience in mind first; then design for F2F delivery - digital by design.
• Strategically consider affordances of the course content when delivering online (synchronous and asynchronous) vs. F2F
• Orient students to a logically organized, well chunked, simple way to navigate the course — where to find materials, how to access platforms, etc.
  • Ensure student learning is equitable amongst online and F2F students
  • Ensure all resources, activities, materials, and opportunities are available for all learners
  • Set expectations and explain processes and procedures
  • How will F2F, asynchronous online, and synchronous online students participate, interact, and access learning opportunities?
• Establish faculty presence online synchronously, online asynchronously, and F2F through feedback and interactions that support growth and build community in all modalities
• Build a single cohesive learning community online and F2F, by providing students opportunities to engage with faculty, peers, and content in all modalities
  • Monitor discussion chat and reference them in F2F meetings
  • Repeat questions from F2F learners for online learners to hear
• Focus on designing active learning opportunities online and F2F that will allow learners to engage meaningfully with faculty, peers, and content in all modalities
  • Design active learning opportunities that allow online synchronous, online asynchronous, and F2F students to interact