Plan/Prepare

Competencies for Online and Hybrid/Blended Instruction

Last revised: 2/19/2019  by jap

Overview:

What does an instructor need to succeed with an online or hybrid/blended course? The UConn Competencies for Online and Hybrid/Blended Instruction provides twenty-seven competencies to inform and self-assess against.

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Remote In-Person Proctoring for Online Courses

Last revised: 5/31/2018 by DSM. 

Overview

Sometimes even fully online course require in-person proctoring for administering tests and authentication of students’ identities. It is very common for online students to be geographically dispersed regionally, nationally, or even internationally and it is not always practical or possible to travel to one central testing location.  This article provides guidance around permitting alternate proctoring locations as a solution.
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Design: Using a Course Design Plan

Last revised: 01/25/2016 by jap

Overview:

This article introduces using a course design plan for the Design phase of the ADDIE (Analysis, Design, Develop, Implement and Evaluate) instructional design model. It also emphasis how using a course design plan can help meet Quality Matters’ design standards.

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University Modes of Instruction Definitions

Last modified on 10/02/2018 by JAP

Overview:

In 2015, the University Registrar led efforts to develop standard definitions for the terms “online”, “hybrid/blended”, and “in person” as related to modes of delivery at UConn (listed as Instruction Mode in Student Administration).  These terms are now used in Student Administration to distinguish whether student contact hours occur in person, online, or in a combination of the two.

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Finding and Using Free Learning Materials

Last revised: 02/05/2018 by dsm.  

Overview:

This article discusses FREE Open Educational Resources (OERs), why they are important, and how faculty can find and use OERs in their online and face to face classrooms.

 

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