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Contents
  1. Navigating this Guide

  2. Welcome

  3. Dual Modality Courses at UBalt
    1. What are Dual Modality Courses?

    2. Universal Design for Learning in Dual Modality Courses

    3. Check for Understanding: Quiz

  4. What do Blended Synchronous Courses Look Like?
    1. Class Examples

    2. Reflection

    3. Bee-Flex Classrooms

    4. The Blended Synchronous Learning Environment

    5. Preparing Students for the Modality

    6. Check for Understanding: Quiz

  5. Course Mapping for Blended Synchronous Courses
    1. Backward Design

    2. Transitioning a Course to the Blended Synchronous Modality

    3. Course Mapping

    4. Activity: Course Map

  6. Building Community in Dual Modality Courses
    1. The Community of Inquiry

    2. Reflect

    3. Connecting Students

    4. Community Building Strategies

    5. Facilitation and Classroom Norms

    6. Activity: Lesson Plan

  7. Accessibility in Dual Modality Courses
    1. The Importance of Accessibility

    2. Creating Accessible Materials

    3. Accessibility in Sakai and Panopto

    4. Activity: Accessible Material

  8. The Technology of Dual Modality Courses
    1. Deliverable: Technology Plan

    2. Room Guides

  9. Practicum
  10. Resources

  11. References

Designing and Facilitating Dual Modality Courses

Blended Synchronous

Literature

  1. Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
  1. Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review

Evaluation

  1. Blended Course Evaluation Checklist

Video Resources

  1. Teaching During a Crisis: Blended Learning Video Conversation

Tips

  1. Tips for Blended Synchronous Teaching

Flexible Hybrid

  1. Hybrid-Flexible Course Design: Implementing student-directed hybrid classes (Brian J. Beatty)
  1. “7 Things You Should Know About the HyFlex Course Model”
  1. Columbia’s Sample HyFlex Activities list
  1. University of South Carolina’s HyFlex Course Delivery Document
  1. Columbia’s Definitions of Blended Learning and HyFlex
  1. Northern Illinois University HyFlex Course Model
  1. Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode
  1. Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review
  1. Flexible Hybrid Course Design

 

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License

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Designing and Facilitating Dual Modality Courses Copyright © by Cathleen ONeal is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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