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.
This post is a resource for faculty teaching online graduate and certificate programs as well as the various staff and administrators who support these programs. It is intended to provide information and guidance around roles and procedures that will help faculty be most effective in preparing to design, develop, and teach online.
Continue readingOnline discussions are used to build dynamic learning communities, to synthesize key concepts, and to promote critical thinking skills. This article highlights tips for successfully facilitating online discussions.
Continue readingOnline 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.
Continue readingThis 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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This article explains rubrics, types of rubrics, outlines how rubrics may benefit both faculty and students, and provides a few HuskyCT example rubrics.
Continue readingThis post provides recommendations for collecting formative and summative student survey feedback to inform and improve your teaching and course design.
Continue readingIn certain circumstances, individuals without an official UConn NetID may be granted HuskyCT guest access through ITS’s Affiliate Request Process.
Continue readingTeaching in an online environment is different from teaching in a face-to-face classroom. This post covers some best practices and expectations for online teaching at UConn.
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