Description ADDIE
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Analysis: Planning Your Instruction
Overview Analysis is the first step in planning effective instruction, and the first phase of the instructional design model ADDIE. It involves collecting all the information that may impact a course in order to make informed course design decisions. The process begins by addressing a series of questions.
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Collaborative (Group) Learning Online
Overview Collaborative learning, also known as group learning, is an opportunity for students to develop higher-order cognitive skills, promote connections and community, and engage with different perspectives. To facilitate student collaboration online, it requires designing the activity as well as selecting the best technology to connect students.
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Communication with Online Students Prior to Classes
Overview To prepare online enrolled students for success, eCampus provides them with information prior to the start date of classes.
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Competencies for Online and Hybrid/Blended Instruction
Overview What skills does an instructor need to succeed with an online or hybrid course? The UConn Competencies for Online and Hybrid/Blended Instruction survey includes 27 competencies to inform and facilitate self-assessment. The second edition takes into account developments in higher education since the COVID pandemic.
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Deciding on Instructional Materials
Overview This article provides instructional material alternatives, with examples, for use in online, hybrid, and in-person courses. Three options will be considered. Should you “make”, “buy” or look for “free” materials that support your learning objectives?
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Design: Using a Course Design Plan
Overview This article introduces using a course design plan for the design phase of the instructional design model ADDIE (Analysis, Design, Develop, Implement and Evaluate) and how it can help meet alignment principles of Quality Matters’ Standards for Course Design.
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Designing & Developing Online Assessments
Overview This article describes research-based recommendations for designing, developing, and implementing assessments in online courses.
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Developing Engaging Online Discussions
Overview Online discussions are used to build dynamic learning communities, to synthesize key concepts and to promote critical thinking skills. In this article, we discuss tips for writing engaging prompts.
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Ensuring Academic Integrity Online
Overview Faculty can use the strategies, tools, techniques and technologies available to them to help ensure academic integrity in online courses.
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Flipped Classroom Methods
Overview The purpose of this article is to share flipped classroom methods to leverage your existing course materials and to integrate these materials, along with any new materials, into an effective teaching and learning strategy.
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Guest Access to HuskyCT Courses through NetID Account Sponsorship
Overview Individuals without an official UConn NetID may be granted HuskyCT guest access through NetID account sponsorship.
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Inclusive Online Course Design & Facilitation
Overview This article provides practical tips and resources for incorporating more inclusive design strategies into online courses.
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Introducing Quality Matters
Overview This article provides information about Quality Matters and the Higher Education Rubric Standards.
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Key Takeaways from the CETL Online Student Preferences Survey
Overview In late 2022, eCampus launched a survey to determine student preferences as related to online courses. The survey went out to all students who completed an eCampus online course, which includes both undergraduate (68%) and graduate (32%) students. The survey was sent to 7300 students and 665 responded (9%).
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Managing Your Online Course
Overview The Course Facilitation Plan (CFP) outlines the key steps to take before, during, and after your course implementation, presented in the recurring course life-cycle, as well as recognizing the four roles of an online instructor. Download a copy of the file to create your own customized version.
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Meeting Regular and Substantive Interaction (RSI) Requirements
Overview This article provides examples for meeting the federal requirement for online or distance learning courses to “support regular and substantive interaction (RSI) between the students and the instructor, synchronously or asynchronously” (Downs, 2021).
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Re-offering Your Online Course
Overview This post reviews the steps needed to re-offer a previously taught online course, including obtaining, restoring, and resetting the HuskyCT/Blackboard course site.
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Self-Guided Course Design and Development
Overview This post guides UConn faculty in designing, building, and teaching online and hybrid courses. Please see UConn Registrar’s Course Modalities for a complete explanation of each instructional approach. The phases outlined are intended for faculty with a strong background in teaching and pedagogy who are already comfortable using HuskyCT. To learn more about the skills and […]
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Specifications Grading: A Method to Improve Student Performance
Overview Are you looking to increase student motivation and the quality of their academic work? If yes, consider specifications grading. According to Linda B. Nilson, Ph.D., the traditional higher education grading method is broken and specifications grading offers a solution with benefits for both students and faculty. Nilson published her seminal work, Specifications Grading: Restoring […]
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University Modes of Instruction
Overview This post covers UConn’s course modalities and related policies for faculty teaching online.
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Writing Learning Objectives
Overview Objectives explain the destination of the learning experience to students. When written well and aligned with other course elements, objectives help students make cognitive connections between materials, learning activities and assessments. This alignment increases the possibility of learning success and enables both the students and the instructor to stay focused and monitor learning.