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88 A P P E N D I X D Blended Learning Checklist Implementation Checklist for Blended Courses This checklist is designed to assist organizations and facilitators in the implementation of blended courses before, during, and after course delivery. Instructions: In each phase of implementation (before, during, and after course delivery), ensure that all applicable items are completed and checked off. If completing this checklist in a word processor, you can click on a box to place an âxâ on that item. Prior to Course All course facilitators have received any necessary technical training (e.g., for the LMS used by your agency). This will ensure that facilitators know how to operate any online functionality in the course and will minimize the need for technical support. Facilitators are aware of any technical support resources available for them and students (e.g., 1-800 numbers, FAQs, etc.). LMS is set up for the online portion of the blended course as necessary (may include creating online quizzes, setting up the grade book, enabling graded discussions, etc.). All course documents are uploaded online (e.g., syllabus, rubrics, protocols, etc.). All online course content and assignment modules are uploaded (e.g., assignment instructions, discussion forums, reading materials, etc.). If it is not possible to upload all material before the course begins, ensure that at least the first 4 weeksâ worth of materials are uploaded. The functionality of all links and online media components has been checked and verified. Links frequently change, and it is important to ensure they still work before each delivery of a blended course.
Blended Learning Checklist 89 Facilitators are consistent between online and face-to-face communications. This will help minimize confusion among students and promote engagement in both mediums. Any required changes to the course (e.g., due dates, assignment instructions, etc.) are communicated in writing by the facilitators to the students. This will ensure that all students are aware of any changes mid-course. After the Course Facilitators created backup copies of all electronic communications and online components of the course. This will ensure records are safe in case of any technical malfunctions. All received student feedback was reviewed. Make sure to elicit formal feedback from students in either the last face-to-face session or online prior to the end of the course. Potential changes to the course structure and/or materials were identified and prioritized. Any urgent changes to the course structure and/or materials were made. This will help the course stay current and relevant for future students. During the Course Students are aware that there are both face-to-face and online components of the course. This can be done either on the first day of the course or in an introductory email sent to the class prior to the course. Students have been oriented to the online portion of the course. This should be done the first day of the course and can be demonstrated in-class or online. Students understand the relationship between the face-to-face and online content. If students understand how the face-to-face and online content is interconnected, they are more likely to be engaged in the course, which will promote learning throughout the course. Students are aware of the technical support resources (e.g., 1-800 numbers, FAQs, etc.) available to them and how to access those resources. It may be beneficial to set up a discussion forum online for students to help each other troubleshoot technical issues. Students are aware of the best way to communicate questions about the online portion of the course with facilitators. This could be through email, phone, a question forum set up by the facilitator, or any other method that is preferred by the facilitator.
