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How We Can Help

Our goal is to collaborate with faculty in the creation of effective and engaging asynchronous online learning experiences. 

As outlined below, we provide a variety of services and resources to support faculty. Even though our primary focus is online asynchronous teaching and learning, the science behind our practice is applicable to any modality.

Please note: All services are provided on a space-available basis. Faculty are encouraged to make requests well in advance.

Our Services

Asynchronous course development support

Requires, at minimum, 6 weeks prior to offering.

Full Support for Online Course Development and Delivery

For faculty that would like a high contact, structured experience where an instructional designer will collaborate on working through each milestone. Requires one full semester, i.e. fall start for spring delivery

Express Online Course Development support

For faculty that would like to collaborate with an Instructional Designer on the general outline and initial concepts for a course, followed by the Instructional Designer providing feedback on the final product.

Course Conceptualization and Consultation

For faculty that would like to collaborate with an Instructional Designer on the general outline and initial course concepts. This would primarily be conversational brainstorming on the best methods and tools to achieve the instructional goals.

Course Refresh

Sometimes things change. Whether it is evolutions in the concepts you teach, the teaching theory you use, or the technology that supports you, it may be time to update an asynchronous online course. This option is for faculty that want to review their asynchronous online course with an instructional designer to collaborate as to what updates and/or changes should be considered.

Asynchronous Course Review

Requires, at minimum, 4 weeks.

For faculty who have developed asynchronous online courses and would like one or more of their courses reviewed by an instructional designer. The instructional design team uses a version of the Open SUNY Course Quality Rubric (OSCQR) Written feedback using the rubric will be provided to faculty.

Hybrid course development support

Requires, at minimum, one full semester prior to offering

For faculty who would like to collaborate with an instructional designer in creating a hybrid course. Discussion would cover topics such as the mix of face-to-face interactions and asynchronous interactions, brainstorming best methods and tools to achieve the instructional goals.

A hybrid course is one in which Web-based learning activities are used to complement in class work, while reducing "seat time." A more comprehensive description and the full hybrid course policy is available in section 6 of the Faculty and Staff Handbook.

Hyflex course development support

Requires, at minimum, one full semester prior to offering

For faculty who would like to explore the options of creating a hyflex course. A hyflex course includes the following:

  • Fully asynchronous online learning and engagement
  • Synchronous online learning and engagement
  • In person learning and engagement

According to Open SUNY Online Learning Data Definitions, a hyflex course as one that “combines online and face-to-face instruction simultaneously into one single course section, with the mode of direct instruction determined by each individual student. Students are able to choose how to participate in any given class meeting—online or face-to-face”

This modality is not currently a SUNY Oswego-approved modality. However, it has been piloted by several faculty. Faculty are encouraged to discuss the appropriateness of a course offering in this modality with their department chair.

Faculty-requested consultation

Example topics include:

  • Peer-to-peer learning: discussion surrounding how to have students work together to create and reinforce learning and comprehension.
  • Pedagogy/Heutagogy/Andragogy: discuss different approaches to learning. While we often use the term pedagogy (learning for the young) broadly, two other relevant approaches are andragogy (learning for adults), and heutagogy (self directed learning). 
  • Universal Design for Learning/Accessibility: Many of our students face barriers when learning. Applying UDL principles to your course reduces those barriers.
  • Developing learning objectives and outcomes.
  • Address areas of concern within a course: Sometimes implementing a new strategy in a course doesn’t go quite like envisioned. It could be students had too many questions about the assignment or it’s something that was once taught in person and is now online.

Knowledge base documents and resources

The Instructional Design team continually works to create and/or collect up-to-date materials regarding instructional theories, practices, and tools that support faculty in creating asynchronous online learning experiences that engage students. During the Fall 23 semester, many of these documents will become available in the TeamDynamix Knowledge Base. Examples of coming documents and resources include:

  • Course Modalities: defines each modality offered by the college
  • Self-service course review: a modified version of OSCQR for faculty to do their own course review
  • Examples of simple ID models and ideas for implementation
  • Debunking neuromyths such as learning styles

Contact Us

Please request service by emailing [email protected].