Module Interaction Worksheet

The purpose of this worksheet is to help you think through the interactions
associated with one blended learning module (i.e., a unit of instruction
presented online that covers a single subject or topic). This worksheet

helps you to determine:

The performance objectives associated with the module.
The activities you will incorporate into the module to help
students achieve those objectives.
The types of interactions in which students will engage as
part of the module.
1. Which module would you like to develop first?

Choose a module that will be easy to develop or select to work on

a more complex module while you have specific time designated
to the creation of your first online course materials (e.g., the first
module, one in the middle of the course, a complex module
toward the end of the course that involves a project).
I will develop the third module on using a time on task analysis method
and the course map to design a hybrid course.
2. What are the objectives, based on Blooms taxonomy, for this
module? What should students know or be able to do upon

completion of this module? (Please refer to the Course Blueprint

document.)

Students will be able to identify certain activities that are better suited for
the online and in class portion of their hybrid courses based on student
learning outcomes.
Students will be able to design a time on task analysis diagram on their
future hybrid course outlining the amount of hours per week students will
spend on activities, including both in-class and out of class work.
Students will design a course map that describes the relationship
between in class and out of class activities in their hybrid course.
1

This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

3. What activities will students complete in this module? Will any

require special instructions/tutorials?
Course discussion on identifying the right amount of work for a hybrid
course (discuss the course and half phenomenon).
Time on Task analysis assignment
Course map assignment

4. What materials will you use in this module (textbook,

instructor notes, links to websites, images, audio, video,
newspapers, journals, ePack resources, etc.)?
Course readings on hybrid course design strategies
NYS DOE Time on Task definition for hybrid and online courses
BlendKit resources (course blue print and map specifically)

5. What types of interaction will students experience in this

module? Are you thinking about setting up small groups? Have you
thought about the size of your course? How will the number affect
your group implementation?
Learner-instructor interaction online mini-lecture on how NYS defines
Time on Task and the caution of designing a course and a half.
Learner-learner interaction students create a draft time on task for
their course and then share with a small group (3-4) and each shares
ideas to improve the time on task for each course.
Learner-content interaction readings and websites as resources, also
example time on tasks analysis documents from other courses.
6. Which tools within your course management system (e.g.,
Blackboard, etc.) do you feel will best support the interactions
listed above?
Blackboard content to share readings and online mini-lecture from
instructor for each student to review.
Blackboard discussion to discuss time on the right amount of work for
a course, course and a half question.
2
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Blackboard groups or in class to do the group sharing of time on task

drafts with each other.
Blackboard assignment tool to submit the time on task assignment for
instructor grading and feedback.
Are there any tools outside of your course management system
that you feel would work better to support your planned
interaction? If so, which outside tools do you also plan to
incorporate into your course?
Echo360 Personal capture would be used to record mini-lectures from
instructor to students
In-class group work may be used to get students sharing draft
assignments with each other and discussing improvements. This may
be better suited in person than online.
o May use clickers or other polling devices to facilitate a further
discussion on this topic within class.

3
This Module Interaction Worksheet is part of the Blended Learning Toolkit prepared by the University of Central Florida (UCF) and
the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). It
is provided as an open educational resource under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.