Technology Center

Designing Hybrid Experiences: Example Learning Activities and Tools

The tables below are grouped by activity type or category and compare how each activity, strategy, interaction, or method can be accomplished online, asynchronously or synchronously, and in person.

Active Learning  

Learning Activity  Asynchronous Online Mode  Synchronous Online Mode  In-Person Mode 
Discussion   Students use Canvas discussion forums to respond to thought-provoking prompts in small or large group discussions, and exchange ideas with peers.  Students discuss topics in small groups, using Zoom breakout rooms, and then return to the larger group to share out.  Students talk with an elbow partner or table mates to respond to a reflection question or check for understanding. 
Simulation/Experiential Learning  Students work through an interactive, branching scenario with pre-programmed feedback, and then review their responses and other possible choices.   Students remotely participate in a simulation or structured role-playing exercise in small groups, and then debrief together in a larger group.  Students participate in a simulation or structured role-playing exercise in small groups, and then debrief together in a larger group.  
Collaborative Reading  Students read and annotate a text on their own time, using a social annotation tool like Hypothesis, but can see and respond to their classmates’ annotations.  Students are assigned one of several readings before the class period. In class, they join preassigned Zoom breakout rooms to discuss their assigned text, and then are re-shuffled into different breakout groups to summarize their assigned text to peers and learn about the other readings.  Like the jigsaw method described in the Synchronous Online Mode column, students are assigned different readings, discuss those readings in small groups, and then engage in reciprocal teaching with a second group. 
Whole-Class Reflection  Students share a written or multimedia response to a virtual bulletin board or whiteboard, like Padlet or Explain Everything, and then can see and respond to their classmate’s postings over the course of a few days.  The instructor shares a prompt with students via PollEverywhere, and students can use their mobile phones or laptops to respond. Instructor shares their screen as responses update and are displayed in real time.  The instructor shares a prompt with students on a whiteboard or poster paper, or using PollEverywhere, and students respond. Instructor shares their screen as responses update and are displayed in real time.  
Coaching  Students record a portion of their teaching or clinical session, and upload it to a secure video platform like Edthena, Coaching Companion, or Swivl to receive coaching feedback from peers or mentors.  Students record a portion of their teaching or clinical session, and review and reflect on teaching video in real time with coaches, mentors, or peers.  Coaches conduct on-site observations and debrief with teacher candidates after the observation.  
Group Projects  Students can share ideas and break out work using virtual whiteboards, Canvas Group pages, Google Drive or OneDrive file sharing, and collaborative document creation.   Small group meetings on Zoom, held during or outside of scheduled class time, supported by virtual whiteboards for brainstorming, Google Drive or OneDrive file sharing, and collaborative document creation.  In-person group meetings during or outside of scheduled class time, supported by digital and physical collaboration tools, like whiteboards or bulletin boards, shared folders and drives, and collaborative documents. 

Content Delivery 

Strategy or Activity  Asynchronous Online Mode  Synchronous Online Mode  In Person Mode 
Lecture (declarative)  Instructor records a short video of themselves lecturing, along with slides or other visuals, using a screen recording tools like Panopto. Students watch and re-watch the video over the course of a few days.  Instructor delivers a mini-lecture, with slides or other visuals, over Zoom screen share, followed by synchronous learning activities. The class period, or at least the lecture, is recorded for students to view or revisit.  Instructor delivers a mini-lecture, with slides or other visuals, using an overhead projector, followed by learning activities. The class period, or at least the lecture, is recorded using the Panopto classroom recorder and shared with students to view or revisit. 
Modeling (procedural)  Instructor records a video that shows her/him/them walking through a process or series of steps, recorded with a screen-capture tool, a cellphone, or a video camera, and shares the video with students.  Instructor uses their Zoom camera, screen share, or input from a document camera, to walk through a process or series of steps. 

 

 

 Instructor walks through a process or series of steps, using an overhead projector or document camera if relevant, to show students their work.  
Instructional Video  Instructor posts videos from library or public streaming sites on the course’s Canvas site, and students watch the video over the course of a few days.   Instructor plays videos during a synchronous class session, using Zoom screen share.   Instructor plays videos during the class session using the classroom’s audio/visual equipment. 

Social Engagement 

Interaction  Asynchronous Online Mode  Synchronous Online Mode  In Person Mode 
Student to Student  Student communicate informally through an open-ended discussion forum, where they can post questions or comments about course requirements or work, study tips, community events, or other topics related to the course. Students may also create and contribute to ongoing, asynchronous conversation on platforms like Teams, Slack, or Discord. The instructor starts synchronous class sessions with opportunities for students to ask questions about coursework or requirements, share tips or suggestions with peers, and share announcements with one another. Students also have a chance to chat between planned activities in breakout rooms or in the main Zoom room. Students use time before and after class, or during class time, to informally discuss coursework, offer each other tips or suggestions, ask questions, and share announcements with one another. Additionally, students can form study groups, sign up to bring snacks to class sessions, and otherwise easily participate in a classroom community. 
Student to Instructor  Instructor uses informal videos in course announcements or modules, to offer guidance, summarize coursework or assignments, give feedback, and share gratitude with students for their contributions. Instructors teaching asynchronous online courses also usually offer virtual office hours for synchronous support.  Instructor uses synchronous class time to check in with students, give feedback, and offer gratitude for their contributions. Additionally, the instructor is able to contextualize assignments and give students guidance during the class session.   Instructor uses class time to check in with students, give feedback, and offer gratitude for their contributions. Additionally, the instructor is able to contextualize assignments and give students guidance during the class session. 

 

 

 Assessment 

Strategy or Assessment Type  Asynchronous Online Mode  Synchronous Online Mode  In Person Mode 
Formative  Students use checks for understanding, either in the form of Canvas Quizzes or questions embedded in Panopto videos, to gauge their comprehension and notice their misconceptions in a low-stakes manner.  Instructors use polls, quick surveys, and collaborative documents created during group discussions to help students check their understanding; the instructor also offers students formative feedback based on verbal or written student responses.  Instructors use polls, quick surveys, and collaborative documents created during group discussions to help students check their understanding; the instructor also offers students formative feedback based on verbal or written student responses. 
Summative  Students complete and submit summative projects, presentations, or papers via Canvas Assignments. If courses include an exam, students can complete it on Canvas, with or without proctoring, over the course of a designated period.  Students deliver final presentations or research findings over Zoom. If courses include an exam, students can complete it on Canvas, with proctoring, at a scheduled period. Papers are likely still submitted asynchronously via Canvas. 

 

 

 Students deliver final presentations to their audience of classmates and instructor, or participate in a timed final exam, on paper or on a computer, during exam week.  
Cumulative  Students develop a digital record of their capstone projects, like ePortfolios, that represent their learning and achievements within a course or program, and share the link with classmates, instructors, or future employers. Additionally, students could record final presentations and post them to a discussion forum or virtual bulletin board like Padlet.  Students and instructors participate in virtual events, like a dissertation defense on Zoom, an online conference, or a virtual gallery walk or poster fair. Additionally, students might develop a digital record of their capstone projects, like ePortfolios. that represent their learning and achievements within a course or program, and share the link with classmates, instructors, or future employers. 

 

 

 Students and instructors participate in events, like a dissertation defense, a conference, a public reading, a gallery exhibition, or a research poster fair.