This guide is divided into 12 sections, roughly in sequence for course development. We say roughly, because course development is an iterative process. It follows from instructional design models that emphasize a cycle of: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. Each section explores a range of topics.
- Hybrid Courses. What distinguishes a hybrid from a fully online course; the flipped classroom concept.
- Parts of a Course. The distinct pieces that require extensive planning before a course is delivered.
- Course Goals, Objectives, and Strategies. Knowing what you want students to accomplish drives the choice of teaching approaches and technology tools.
- Assessment of Student Learning. Ideas for how to create active learning in the online environment.
- Building Community Online (and discussion) does not just happen online; it generally needs to be structured and guided. Approaches for how to do this are discussed.
- In-Person: Classroom Techniques. Ideas for engaging students.
- Multimedia and Presentations. Ideas for finding and creating multimedia to meet your learning goals.
- Copyright, Fair Use and Academic Dishonesty. How these issues impact both course planning and delivery.
- Evaluating Your Course Delivery. Advice from a fellow faculty member.
- Evaluating Your Course Design. Learn about the Quality Matters rubric, an evidence-based tool for evaluating online and hybrid course design.
Getting Help at GW
- Getting Help. This important section lets you know where to go for personalized help beyond what this resource can provide. This includes assistance with Blackboard and copyright.
The Teaching Guide Team
We wish to thank the following people for their time and dedication to developing and supporting this guide:
- Tricia Arnold, Instructional Technologist with the Instructional Technology Lab
- Michele Clark, Elliott School faculty
- Patricia Dinneen, Director, University Teaching & Learning Center
- Camille Funk, Instructional Designer with the Online Learning Initiative
- Deborah Gaspar, University Library with Gelman Library
- Laurie Lyons, Director of Instructional Design for Health Sciences Programs
- Jennifer Marion, Instructional Designer with the Online Learning Initiative
- Laurie Posey, Director of Instructional Design and Assistant Professor with the School of Nursing
- Natalie Milman, Associate Professor of Education Technology
- Susan Okun, Adjunct Assistant Professor of Clinical Research and Leadership
- Jack Prostko, Associate Dean for College of Professional Studies
- William Robie, Systems Specialist with the Educational Technology Leadership program
- Andrew Wiss, Senior Research Association with the Milken Institute School of Public Health