Lecture Based and Student-Centered (Online)

• One driver: lectures outside of class in Blackboard
• Active learning activities occur in class

If you choose to do lectures online, you can create micro-lectures using Panopto or other media for students to review and prepare to engage in face-to-face activities. Lecturing continues to be an important method for disseminating course content to students, and it should not be abandoned, but instead made more effective by being dynamic and interactive. In this model, active learning activities for the F2F classroom include, but are not limited to student-led discussions, student-driven conversations, case studies, reflection to generate ideas and build community.

Lecture Based and Student-Centered (F2F driver)

• F2F driver–instructor lectures, facilitates discussion in the F2F classroom
• Active learning activities occur in/out of class

The instructor lectures and facilitates class discussion in the face-to-face classes and then students complete online assignments based on these classroom activities. Often these online assignments are collaborative in nature and use, for example, asynchronous forums or other online tools to facilitate discussion and interaction. Active learning activities that occur in class include but are not limited to Student-led discussions, student-driven conversations, case studies, and reflection.

To learn independently and together

• Course materials/activities online (pre-labs)
• Hands-on either F2F or online

Within a lab or studio (which is a series of class projects) there are typically deliverables that are due at the end of each class. In this type of labs which are longer, some up to four hours long, instructors might follow a blended approach where there will be offline and online instruction. Classes often begin synchronously with a discussion and a demonstration of the concept and skill that you are teaching. This initial demonstration is followed by asynchronous time where students complete a practical component either individually or in groups.  At the end of class, students come together synchronously, and the instructor facilitates the sharing of student work and feedback.

• Course materials/activities online (pre-labs)
• Hands-on either F2F or online

In this model, the instructor typically sets a consistent schedule where students learn material online via video lectures and/or activities to prepare students for labs and then come to the lab for hands-on learning. Afterward, digital can be used to evaluate what students learned in the lab. Some face-to-face labs may also be replaced by virtual/online labs.

Case studies drive class discussion. The class relies heavily on case studies, which are inspired by practice: real companies, real data, real problems that protagonists face across all areas of expertise. This is an example of how you can weave in practice and theory—videos for the theory, case studies for the practice.

• Students explore real-world problems and challenges
• Students are self-directed
• Ideal model for advanced, autonomous students

In this model, students work online independently or in teams to actively explore real-world problems and challenges. Students are self-directed and work asynchronously on their projects, but faculty schedule check-ins with students regularly.

For the other portion of the course, the class comes together face-to-face and students debrief the class on the progress they are making on their project, engage in peer critiques, seek mentorship, and participate in other learning activities. This model is ideal for more advanced students who have developed more autonomy.